Juan Wang & Tommy Yuan, University of York
The rapid growth of online distance learning in higher education has necessitated a deeper understanding of the support systems available to online learners, particularly in comparison to their on-campus counterparts. This research highlights the state of the art in online learner support, emphasizing the need for comprehensive, tailored interventions that address academic, technical, and emotional needs. However, significant challenges persist, including disparities in resource allocation and a lack of tailored support for the unique challenges faced by online students, such as isolation, time zone differences, and technological barriers.
This study investigates the available support for online distance students at the University of York, focusing on the comprehensiveness, multiple aspects, and tailored nature of these supports to meet the specific needs of online learners. Adopting a mixed-methods approach, this research combines quantitative data from institutional records (e.g., support service usage rates, satisfaction surveys) with qualitative insights from student interviews and open-ended survey responses. For example, data on the number of online students accessing academic advising or IT support will be analysed alongside thematic insights into their experiences and perceptions. The research design is structured around two primary comparisons: (1) the availability and accessibility of support services for online students compared to on-campus students, and (2) the alignment between the support services identified as essential for online learners and those actually provided by the institution.
Preliminary findings reveal significant disparities in the availability and accessibility of support services between online and on-campus students, with online learners often lacking equivalent resources. For instance, while 70% of on-campus students may use career counselling services, only 40% of online students report accessing similar support. Additionally, gaps remain in addressing the specific needs of online students, particularly in areas such as mental health, peer interaction, and technical assistance. Thematic analysis of qualitative data further highlights recurring challenges, such as feelings of isolation and insufficient technical training, which are not adequately addressed by current support systems.
The study concludes by emphasizing the value of this research in informing institutional strategies to enhance support for online learners. By identifying gaps and proposing actionable recommendations, this work contributes to the ongoing efforts to develop equitable and effective support systems for online distance students, ultimately fostering their academic success and well-being. The methodological rigour, combining quantitative and qualitative approaches, ensures a comprehensive evaluation of support systems, providing a robust foundation for future improvements in online learning environments.
Conference theme: Community Engagement; Equality, Diversity, and Inclusion; Collaborative Research in Education