The personal interface: The value of the 'human factor' in supporting technology-supported learning programs

The conception and implementation of a model to provide adequate, effective, and efficient support to learners undertaking technology-supported learning programs remains a vexed issue for many learning providers. Learning support refers to frameworks that assist learners to achieve their learning purposes regardless of their age, background, employment or geography. While information and communications technologies (ICTs) support improved learner access to information, learning resources, equipment, facilities and/or subject expertise, there remains, for many learners, a degree of isolation and frustration. Without careful planning and appropriate strategies, ICTs may facilitate the provision of impersonal, organisational or instutional support rather than personal, individual support which is needed to encourage active, independent learning. This paper draws on research trends and a decade of experience in supporting technology-based learning services to present a model of learning support which relies on personalised, human interaction to support technology-supported learning programs. It presents a model that integrates the technological with the human to create open, empathetic and personal support approaches that have proven to be both effective an efficient.