7  Using OpenWASH modules for blended or distance learning

As noted earlier, the OpenWASH modules are written using tried-and-tested techniques for distance learning. Distance learning students study independently, usually in their own home or workplace. Blended learning is a combination of distance learning with a mix (blend) of other learning resources and experiences. These may include residential courses, fieldwork, practical training or other learning activities.

Students who are studying by blended or distance learning are usually combining study with full or part-time employment, so they have to fit their study into non-working hours, for example at weekends and in the evenings. The benefit is that they continue to earn money and fulfil their commitment to their employer at the same time as completing their studies. It also means that they have to study on their own, so they will need considerable encouragement and help to keep motivated. An important principle of effective distance or blended learning is that students should not feel isolated. They require support that, most importantly, is provided by a dedicated tutor who can give clear guidance throughout their studies.

Students also need support in other ways such as a proper induction to the study programme and opportunities for communication with other students. The recommended pattern for distance or blended learning students is to study mostly on their own, but also to meet regularly in a study group with their tutor and other students.

Using OpenWASH modules in a blended or distance learning programme therefore requires the appropriate organisational structure to be established to provide this essential support. Some of the key components of such a programme include the following:

• Modules: All students will need their own copy of the OpenWASH modules to keep with them for studying in their own time.
• Tutors: Tutors need to be selected and appointed to support the students in their learning. We recommend a ratio of 10–15 students to one tutor in a study group. (The tutor role is explained in detail below.)
• Study programme: The programme should establish a schedule (see below) and criteria for successful student completion. This will require assignments and other assessments to be developed, as well as effective record-keeping and administrative procedures. The programme needs to be aligned with policies and procedures of the training institution and other interested parties.
• Schedule for study: This should take account of study time available for working students and consider how many study sessions they could reasonably fit in around their employment in a week or month. For example, if students are working full time, then six to eight hours a week, which equates to three or four study sessions, may be reasonable. Time required for other activities, such as practical activities to accompany the modules, should also be considered.
• Study Support Meetings: Students need to meet their tutor and other students regularly to get the most from their studies. Planning these meetings requires suitable locations to be identified and agreed. The meetings could be held in a college, bureau office or other appropriate venue. The frequency of Study Support Meetings should be linked to the study schedule, but we suggest that they should be at least once a month. Students and tutors need to travel to these meetings, which can also influence their location and frequency.
• Support for the tutors: Tutors need to understand what the students are studying, how they are studying it and what support they need, so the tutors themselves must be informed, trained and supported. This will involve regular direct interaction between tutors and their supervisors and those who are leading the study programme. Tutors will also need guidance for Study Support Meetings and assessments, and for any other experiences to be offered to the student.

Note that this is not an exhaustive list but indicates the main resource requirements for a blended or distance learning programme. The tutor’s role is central to the process so we have described this in some detail in the following sections.