Some students use help, and some students do not. This is a look at outcomes from course performance to student satisfaction. A review of who is, and who is not, most likely to use each support is included. For example, results indicate that females use each support, while males are least likely to engage live support.
What if as a college student you had access to 24/7 tutoring in writing, library, and key subject areas? What if you knew that using these tools would increase the likelihood that you would pass your courses and graduate? Would you use them? Some students use help, and some students do not. This is a look at outcomes from course performance to student satisfaction. A review of who is, and who is not, most likely to use each support is included. For example, results indicate that females use each support, while males are least likely to engage live support.
The presentation begins with a review of 24/7 tutoring options, and is followed with a review of outcomes, descriptions of who does and does not use tutoring (e.g. age, gender, military status, prior credits, transfer credits, etc…), example case studies, participant creation of case studies for individual institutions, reasons particular populations are less or more likely to use supports, and implications.
Key Points include different students prefer different academic supports, academic supports, as a group, should address the needs of all learners, and understanding difference in learner preferences is very important to student success.
This information is relevant to teaching and learning in higher education because institutions who seek to serve all learners will benefit from knowing student preferences relative to specific academic supports, a variety of complementary supports will benefit institutions, and institutions may respond to learners by developing strategies specific to their preferences.
Evidence includes that there are preferences for specific learning supports demonstrated by learners relative to age and gender, women who are over 40 years of age, and single, are most likely to use supports, males are least likely to use live tutoring support, and women and men are equally represented relative to the use of detached supports, such as a paper review service and automated paper review.
Learning Outcomes include
- Participants will understand the positive impact of 24/7 tutoring in writing, library, and key subject areas.
- Participants will analyze data relative to the use of tutoring by different student groups.
- Participants will evaluate the likelihood of use by specific student groups.
- Participants will create solutions appropriate for various student groups.
Participants will review tutoring outcomes, create case studies, and propose complementary student support strategies. This proposal directly addresses diversity and inclusion with a focus on those who use and do not use, various tutoring supports. The population of learners consists primarily of first-generation, single parent, working, adult students from various ethnic and cultural groups.