In 2016 we used funding provided by the Grassroots initiative to explore the concept of Deep Support.
By ‘deep support’ we mean going beyond just administrative and pastoral support. Many of our eDeans provide excellent support for students, but we want to develop practice that goes far beyond that. How do we actively develop the dispositions necessary for a learner to flourish in a fully online environment, while they are actually doing their course(s)? For example, managing self is an important part of the NZ curriculum and a key skill for all learners to develop as they move into adulthood. It is also one of the key challenges of working online without a teacher there physically with you. The other side of that is a fully online environment provides a fantastic, authentic context for developing these skills. So how can we actively develop this sort of competency as part of a ‘deep support’ approach to online learning?
The findings were shared at the time and informed the development of our Deep Support guidance for eDeans. However, no formal report was developed. Now, returning to the huge amount of findings that were centralised but never written up, we find there is still plenty to be learned from the initiative.
Building a successful online learning environment relies on much more than just a teacher delivering a course. It requires an intentional, human-centered approach where student agency, continuous support, and strong relationships intersect. To better understand how senior secondary students navigate networked online learning, the NetNZ Deep Support Initiative of 2016 gathered qualitative and quantitative findings across participating schools, including Hurunui College, Maniototo Area School, Rangiora New Life School, Roxburgh Area School, and Ashburton College. Focusing primarily on Level 2 and Level 3 NCEA students facing critical university entrance and national qualification milestones, the initiative evaluated how local support structures, target interventions, and intentional coaching develop learner resilience and enable learners to flourish in the online, networked environment.
A central finding across all participating schools was that successful online learning depends on a strong triadic relationship between the student, the teacher, and the school-based eDean. While teachers enable much of the learning online, local eDeans provide the essential physical anchor, offering daily check-ins, pastoral care, and accountability. School insights highlighted that students frequently experience a lack of motivation when a teacher’s physical presence is absent, making the eDean’s proactive check-ins vital for maintaining momentum. Furthermore, eDeans play a crucial role as communication bridges, helping students interpret teacher expectations, coordinate subject-specific tutorials, resolve technical issues, and structure shared online files to prevent students from feeling overwhelmed.
The Deep Support initiative also examined how student learning dispositions—specifically Guy Claxton’s 4Rs of Resilience, Resourcefulness, Reflectiveness, and Reciprocity—can be explicitly developed within virtual environments. Findings revealed that while independent learning naturally encourages agency, students require scaffolded strategies to manage their workload effectively. Successful local strategies included setting period-by-period micro-goals, establishing structured study schedules, incorporating planned “brain breaks,” and using physical classroom visual aids focused on purposeful practice. Additionally, schools found that addressing communication apprehension was critical. Encouraging direct messaging, scheduling regular video conference check-ins, and utilising local peer support helped learners build the confidence needed to seek help persistently.
Ultimately, the Deep Support findings reinforce the core principles of our Pedagogical Framework and the wider Virtual Learning Network Community (VLNC) model. By combining flexible, module-based emergent learning design with intentional community building and multi-layered pastoral care, networked learning equips ākonga with vital self-management skills for tertiary study and future pathways. Moving forward, we continue to build upon these insights by refining and supporting the role of the eDean to ensure every learner is fully supported across the network. It is an absolutely vital
