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Review of Support Provided by Student Support Services

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Adapting to Online and Blended Learning in Higher Education

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Abstract

This chapter reviews literature on higher education student support services to distil characteristics of service design and practice that act to enhance disadvantaged and non-traditional student retention and success and successful outcomes in transition from higher education. Relatively little is understood about factors affecting the success of online students. The review notes that support services for online students tend to be developed to mirror those for on campus students, and many online students are not able to access the support services they need. In addition, the needs of the increased diversity of the student cohort in universities toward the contemporary end of the spectrum does not necessarily mirror the needs of on campus students who tend to be younger and less likely to be low SES. Services which are more effective for the cohort of the contemporary university are strength-based and recognise that teaching staff are a key gateway to support services for this cohort.

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Authors and Affiliations

  1. Faculty of Education, University of Tasmania, Launceston, TAS, Australia

    Sarah Fischer & Sue Kilpatrick

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  1. Sarah Fischer
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  2. Sue Kilpatrick
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Correspondence to Sarah Fischer .

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Editors and Affiliations

  1. Gravelly Beach, Australia

    David Kember

  2. Learning and Teaching, Griffith University, Brisbane, QLD, Australia

    Robert A. Ellis

  3. School of Education, University of Tasmania, Launceston, TAS, Australia

    Si Fan

  4. Launceston, Australia

    Allison Trimble

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Fischer, S., Kilpatrick, S. (2023). Review of Support Provided by Student Support Services. In: Kember, D., Ellis, R.A., Fan, S., Trimble, A. (eds) Adapting to Online and Blended Learning in Higher Education. Springer, Singapore. https://doi.org/10.1007/978-981-99-0898-1_8

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  • DOI: https://doi.org/10.1007/978-981-99-0898-1_8

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