Learning support: Student perceptions and preferences

This research draws on a small focus group discussion using third-year undergraduates from the Film and Media Subject Area at Roehampton University. Students shared perceptions of learning support and were encouraged to identify and rank their preferences for learning support. A number of important themes emerged, including students' lack of awareness of some existing avenues of support, a request for parity of access to Academic Learning Support Assistants and the need for academic tutors to be supportive. Support from academic tutors that manages the process from dependence to independent learning, whilst providing advice that moves from the general to the specific, was requested.