'Mind the gap': The application of a conceptual model to investigate distance learners' expectations and perceptions of induction

Increasingly, emphasis is being placed on meeting students' learning and support needs in higher education, initially through the induction process. Academic staff have limited contact with distance students, compared with campus-based students, and thus may not fully appreciate their particular expectations and perceptions. This study sought to establish whether a 'gap' existed between students' and academics' expectations and perceptions of induction (in terms of it meeting students' needs as distance learners The research involved undergraduate and postgraduate students enrolled on distance courses at a UK university. Data were collected at two points in students' first year of distance study using a mixed methodological approach. The research also examined the efficacy of applying a conceptual 'gap analysis' model to gauge students' needs as distance learners and the level of student satisfaction with induction. The research revealed specific areas in the induction process where developments could be made to ensure delivery of best practice.