eLearner Support

Strategies for Guidance Counsellors: Support your eLearners!

Some Background Information

All AMDEC courses follow a semestered eLearning model:

  • Students will work through these courses asynchronously and follow due dates prescribed by their teachers.

What Does Successful eLearning Look Like

  • A wide variety of students can be successful in eLearning
  • Asynchronous delivery models require students to have stronger skills at the outset of the program.
  • Successful students are persistent in asking questions if they need help.

Basic Tools Required for eLearning Success

  • Computer literate (able to create documents, save and organize files, create folders, email, conduct web-based research)
  • Responsible
  • Organized
  • Motivated
Others that will also help:
  • Self-directed
  • Able to manage their time
  • Able to multitask
  • Flexible, with a willingness to learn
  • A problem solver
  • Self-motivated
  • A critical thinker
  • Honest
  • An effective communicator, especially in written communication
  • In possession of an up-to-date, working, and reliable computer

The Four Stages of Assistance

  • Pre-Registration
  • Getting Started
  • Monitoring
  • Course Conclusion
Pre-Registration Assistance

When a student approaches you with an interest in taking an AMDEC course, some things to consider and discuss with the student are:

  • The computer literacy of student, and the strengths of student versus the requirements of an asynchronous delivery eLearning program
  • Review the program with the student (through course units in the OERB, AMDEC Student Handbook, AMDEC website information, etc.) and discuss whether eLearning is an appropriate choice for the student
  • Make sure students are aware of, and able to access, the technical, equipment, and software requirements of LMS (Learning Management System) and the specific eLearning course(s)
  • SERT at enrolling school should be consulted in the case of a student on an IEP
  • The enrolling school should inform AMDEC of relevant information for students on an IEP at the time of registration in the eLearning course.
  • The bottom line… Initial investigation (prior to registering a student) into the student’s suitability for eLearning and ability to access the course and system requirements can prevent problems once a student is registered in the course
Getting Started Assistance – Registration and Orientation
  • Complete the online registration in PRISM and make sure all required documentation is correctly submitted
  • When possible, watch a student complete the orientation program, so you can assist other students if questions arise
  • Help students deal with any difficulties they may encounter with orientation (interpretation of information, tech issues)
Getting Started Assistance – Initial Phase of the Program
  • Assist student to locate course supplies, as required
  • Students with IEPs should have available supports arranged through SERT at the enrolling school
  • Manually enter AMDEC courses into student’s OUAC/OCAS accounts as necessary
  • Make sure student reviews AMDEC Student Handbook

Monitoring Strategies

  • One of the largest factors contributing to student success in eLearning courses (from a guidance perspective) is that ‘caring adult’ at the home school
  • Check regularly (at least weekly) with the student about progress in their eLearning course(s)
  • Monitor student attendance in each eLearning course regularly and watch for attendance and/or progress flags in PRISM
  • Maintain contact among home school guidance counselor, and AMDEC teacher(s), AMDEC guidance, AMDEC administration as required
  • Monitor student academic achievement
  • Manually update student OUAC/OCAS accounts with updated marks, as necessary
  • Email is your friend
    • Provides a ‘paper trail’ reminder of interventions taken
    • Allows for easy organization of information

Course Conclusion

  • Assist student with arrangements for completing final. Students may be required to write the final exam at your school no later than the date specified in PRISM. The proctor must be a principal, vice-principal or teacher.
  • Gather final marks and enter into student’s history and OSR
  • Forward eLearning final marks as necessary to facilitate post-secondary pathway

Wrap Up

  • Support strategies to encourage student success in eLearning are appropriate right from the time the student first expresses an interest in eLearning until the course has finished
  • Support strategies required will vary depending on: 
    • The skillset of the student
    • The course(s) being taken
    • The home support for the student
    • The equipment available to the student

Contact Information

We look forward to working with you and your students. If you have any questions about our program or how you can support your eLearning students please do not hesitate to contact us.