In this paper we offer a theoretical and pragmatic rationale for the development of learning support for online learning, which comprises both resources that learners can access in order to achieve learning outcomes and procedural scaffolds that support the communication process. Examples of support mechanisms are drawn from two pre-tertiary bridging units offered to Indigenous external students studying online. When students are introduced to online learning, they are faced with a new learning environment and the expectation that they will have independent learning skills and the capacity to engage in activities that require self direction and self management of learning. While universities are now fostering lifelong learning skills and preparation for the workplace, the cultivation of these skills is now core business at tertiary institutions across Australia. The learning opportunities of Web based instruction are enormous.
Students can select and employ resources, employ strategies and assess their overall progress.
In our experience, we have found that learners first need 'learning how to learn' skills to be effective online learners, and that these skills need to be explicitly supported and taught. To illustrate each of these component skills that are essential for study in an online environment, we provide examples of each showing strong and weak dimensions in student performance. We suggest that enabling contexts that provide advice, support and guidance to learners are needed. Support provided to learners also needs theoretical grounding in contemporary learning theory so that there is a rationale applied to the design of such support. The theoretical perspective is that learning involves social interaction and dialogue, negotiation and collaboration and that 'scaffolded' or assisted learning can increase cognitive growth and understanding.