Investigating the Usage and Perceptions of Third-Party Online Learning Support Services for Diverse Students

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.

Keywords

• online learning
• higher education
• diverse students
• equity
• student support
• student success
• student experience
• learning support