Unit 1: Is some type of learner support (as defined as individual or group interaction with a teacher and/or other institutional personnel) necessary in all cases?

     Individual or group interaction is necessary when the students choose online study for its convenience but may not be ready for online learning because they have not developed self-directedness and maturity required for success (Brindley). Therefore, they have to go through some readiness assessment, or they have to learn some prerequisite skills. Although, how much institutions are responsible for the success of online students, remains an open question. Of course, it is essential for schools to interfere early to minimize dropouts, but the students’ ability to self-discipline is as important. Some students need group work and instructor support while others work just as efficiently with online material on their own.
     Students’ cultural diversity is one of the most influential factors of distance education success. This is when communication of empathy with the learner is very important because when the students are independent but are supported by ‘voice’ in self-study materials and/or written feedback by the instructor, they are guided in the right direction. They know what is expected from them and how well they perform in their self-study process (Brindley). For example, I grew up in Russia, and I am bilingual. I have never had to read so much in English as I do now, let alone taking online classes. My military career forced me to consider distance education as a possible way of obtaining education. My first online course was a disaster. I could not find anything; I was terrible at following what I needed to complete. However, now I do not need as much learner support as I needed before. That is why I think some type of learner support is necessary, in some cases a little more than in the others.
References
Brindley, J. (2014). Learner support in online distance education: Essential and evolving. In O. Zawacki-Richter & T. Anderson (Eds.), Online distance education: Towards a research agenda (pp. 287-310).  Retrieved from http://www.aupress.ca/books/120233/ebook/11_Zawacki-Richter_Anderson_2014-Online_Distance_Education.pdf