Abstract:

Most universities that offer online courses commonly claim that their support services are accessible and open to students. By the term “support services” we mean academic support services, tutorships, writing centres, disability centres, extenuating circumstances support, online library, etc., which are designed to enhance students’ learning journey. However, not all students are equally likely to make the right choices nor take advantage of the full spectrum of accommodations or online tools offered by universities. Research reveals that there are significant differences in the academic and demographic characteristics of students, which impact their choices that would support a smooth progression through their studies. Certain characteristics might have an impact on retention rates and student progression and thus we deem this subject important for discussion and further research.

The main objective of this paper is to analyze whether the implicit assumption that all students will access university support services when needed is –indeed- factual. This paper will make a synopsis on culture research and its evolvement over time. In addition, it will attempt to draw links between specific cultural variables and educational decisions and will make hypotheses on the extent to which national culture and demographics can influence student decisions in requesting support services. The paper will conclude by proposing points of action for online higher education institutions in order to increase retention rates via motivating students to seek and utilise support services.

Keywords:

Higher education, online students, support services, student support, academic support, student progression.