This thesis investigates tertiary students' perceptions of their learning support experiences. The results of this investigation, integrated into the expanding base of teaching and learning theory, establish a foundation for an enhanced model of learning support. Few previous studies systematically explore students' perspectives in relation to learning support practice. By incorporating students' experiences into models of learning support, practitioners may overcome some of the paradoxical and potentially conflicting elements of their practice. Identifying student "voices" is a significant aspect of this research: it acknowledges, examines and corroborates students' experiences.
A variety of theoretical approaches to student learning are examined in the course of this study, and students' responses and practitioners' activities are evaluated in the context of these theories and research findings. The thesis adopts a qualitative case study design for data collection and analysis. Students participated in semi-structured initial and exit interviews, and kept a reflective journal as part of the research. A multi-perspective approach incorporating cognitive, social learning and adult learning theory underpins the study; it is argued that this methodology promotes a more comprehensive understanding of the student perspective.
Twenty-seven students from two contrasting tertiary institutions took part in the collaborative research: 17 from a regional polytechnic, and ten from an urban university. Analysis and interpretation of students' perceptions of their learning support experiences revealed the ways in which they begin to understand the effects of these experiences on their learning and studying. The interviews and reflective journals of the 27 participants' experiences promote the student "voice" as an integral part of research into an enhanced model of learning support.
Data analysis identified seven principal themes: the realisation and acknowledgment of individualised support; improving students' academic skills; becoming successful students; developing increased confidence; becoming self-reliant; gaining greater understanding; and developing a comprehension approach to learning. These themes provide a variety of perspectives for examining implications at student and institutional levels.
The emergence of these themes suggests that students need assistance for reasons that are both complex and diverse. The themes have implications for learning support practitioners not only to address the apparent difficulties faced by students, but also to consider intrinsic and extrinsic factors such as confidence issues and study advice, which may be adversely affecting students' learning and studying.
On the basis of students' perceptions of their learning support experiences and teaching and learning theory, a flexible and integrated enhanced model of learning support practice is proposed. It employs elements of the deep, constructivist and Community of Learners approaches to learning, and incorporates individualised support, peer tutoring, collaboration, reflection and integrated programmes within its structure.
The enhanced model of learning support offers practitioners an original perspective for a professional approach to learning support practice. It also offers tertiary institutions a serviceable means of dealing with students' academic difficulties, and provides a theoretical and empirical basis for developing and evaluating learning support services and practice.
