Human Studies

This paper is an attempt to approach the spirit of the Hellenic Open University (H.O.U.) and a comparative analysis of the “traditional” Higher Education Institutions (H.E.I.) of the country. Our intention is to trace those elements that render the Open University, not a new distance learning foundation, but rather a multifunctional, polymorphic and flexible academic foundation for continuing  and life long learning

Educational support for students in the field of open and distance education is a multifaceted and decisive parameter for enhancing and promoting student engagement and academic progress. This is a conclusion that draws on a number of research findings on the need for
effective support for students to make the most of their learning and social backgrounds in a diverse learning and participatory process. Given the growing demand for new skills acquisition and lifelong learning, online education welcomes diverse categories of learners with
differentiated needs and levels of online participation. The purpose of this article is to summarize the context of the ongoing research effort of the PENER-16 program of the Hellenic Open University (EAP), emphasizing the need to develop an integrated student support system
in the learning community of a distance learning tertiary institution. The paper holds that support services in higher education ought to be organized on three distinct levels, in accordance with the focus lens of the conference, so as to allow for wider participation, coping with new learning solutions, and better provision of skills currently demanded by growing economies. More specifically, (a) on the individual level, support should include needs’ diagnostic tests, provide academic skills and offer ongoing psychological support, tailored to the study phase that students face; (b) on the institutional level, support might provide assistance in administrative issues, promote collaborative and community-building skills, extra-curriculum activities that promote digital literacy and enhancement of communication media use; and (c) equally important, on the societal level, support services should consider offering recourses that enhance the cultural sensitivity of learners and institutional agents that eliminate learning disparities and encourage individual and collective learning. As these levels are interrelated in the learning and teaching process, they should also be delivered in terms of
support via a holistic system that cultivates cross-sectional and cross-cultural skills, places the individual and the university in the current socio-economic and marketing context and follow the main principles of online instructional design.