Abstract
This article will explore usage patterns and perceptions of online learning support among university students. As higher education expands to include increasingly diverse student cohorts, alternative online-supported learning services have gained attention as a mechanism to support student success. However, there is a paucity of research regarding student perceptions and usage patterns for online support and the impact of these services on students’ learning experiences. To address this gap, this study explored student usage patterns and perceptions of impact of students enrolled in a large research-intensive university in Australia, using data collected through the third-party provider and a supplementary student survey from July 2018–June 2019. Overall, 90.4% of students considered their interaction with the service to be positive, with 81% reporting that the service assisted their learning. While the service is not aimed at replacing face-to-face tutoring of academic skills support, this study suggests that online-supported learning services may provide an increasingly relevant and useful service to students and supplement face-to-face offerings.
Highlights
Between 2010–2017 the uncapping of university places in the ‘Demand Driven System’, gave rise to considerable change in the Australian higher education sector
This study aimed to evaluate the usage and impressions of impact of an online learning support service offered to students enrolled in a large research-intensive university in Australia
While previous research has indicated students may prefer face-to-face learning support compared to online learning support, we found that a significant proportion of students found online learning support helpful
Summary
Between 2010–2017 the uncapping of university places in the ‘Demand Driven System’, gave rise to considerable change in the Australian higher education sector. Online student enrolments have grown in Australia, with one-in-five of domestic students studying off-campus through online or mixed module learning (Norton & Cherastidtham 2018) Such alterations in the demographic mix of student cohorts have coincided with changes in the way students choose to engage with their universities and in their support expectations. Whether classified as nontraditional or not, are seeking more flexible study options, access to increased online and after hours support, and co-curricular opportunities that allow them to shape their learning, engagement and success at university (Stone et al 2019; Tseng & Walsh 2016; Wanner & Palmer 2015) The provision of such nuanced and just-in-time support to students in the study environment of their choosing is an important factor in supporting student retention and success (Stone & O’Shea 2019)
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