Investigating the Usage and Perceptions of Third-Party Online Learning Support Services for Diverse Students
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Cox, Sarah
Eaton, Rebecca
Vanderlelie, Jessica
Ridsdale, Sam
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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.
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Journal of Interactive Media in Education
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2020
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1
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© 2020 The Author(s). This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC-BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. See http://creativecommons.org/licenses/by/4.0/.
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Specialist studies in education
Social Sciences
Education & Educational Research
online learning
higher education
diverse students
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Dollinger, M; Cox, S; Eaton, R; Vanderlelie, J; Ridsdale, S, Investigating the Usage and Perceptions of Third-Party Online Learning Support Services for Diverse Students, Journal of Interactive Media in Education, 2020, 2020 (1), pp. 14