Asset Details
Do you wish to reserve the book?
Looking for Answers: A Scoping Review of Academic Help-Seeking in Digital Higher Education Research
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
Looking for Answers: A Scoping Review of Academic Help-Seeking in Digital Higher Education Research
Do you wish to request the book?
Looking for Answers: A Scoping Review of Academic Help-Seeking in Digital Higher Education Research
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
Looking for Answers: A Scoping Review of Academic Help-Seeking in Digital Higher Education Research
2025
Overview
As Higher Education (HE) institutions expand their digital resources, students may be struggling to engage effectively with these tools. Academic help-seeking (AHS) is a useful framework for exploring help-seeking behaviour and could be applied to HE contexts, yet its application has been reported as inconsistent. Given the possible utility of this concept to support the growth in technology, a review of how academic help-seeking theory is applied in digital contexts can help to consolidate current understanding and guide future research. This scoping review examines the intersection of AHS and digital technology use in HE through analysis of peer-reviewed literature (2019–2024). Several gaps emerge: bias towards human-centred support, limited investigation of help-avoidance behaviours, insufficient attention to early help-seeking stages, and few studies examining spontaneous help-seeking in authentic digital learning environments. These findings indicate the need for expanded theoretical frameworks that better reflect modern learning behaviours and environments, alongside more diverse research approaches to understand how students integrate both human and non-human help sources in contemporary HE contexts.
Publisher
MDPI AG
Subject
