We uncovered when, where, and how students at the largest accredited online university learn on the go—turning lived learner constraints into a mobile-first strategy that shaped access and audio priorities for the next-gen platform.
Some users have landlines, desktop computers, and wearable devices. More users have tablets and laptops, and almost every user owns a smartphone.
Students were already using their phones to study—in short bursts, in cars, between jobs, while parenting. But the platform wasn’t built to support this kind of learning. Key tasks weren’t mobile-friendly, and students often had to give up or wait until they were back at a desk. That wait cost momentum.
I led a mixed-methods research initiative to explore how learners study on mobile, the tasks they attempt, and the barriers they face—especially those navigating work, caregiving, low energy, or inconsistent internet access.
Over the course of a year, I conducted:
The findings highlighted a recurring expressed need for audio formats, simplified task flows, and interfaces that work in real life—not just in ideal conditions. I synthesized insights into a mobile strategy brief and collaborated with product leaders to prioritize changes.
Some users reported having almost all notifications and alerts turned off on their device. On the other side of the spectrum were users who reported receiving over 50 and even over 100 alerts every day! Most users fell somewhere in the middle with about 25-30 alerts per day. Most users expressed interested in using alerts to manage their learning tasks and schedule,
This work built the business case for more flexible mobile access in the next-gen platform, and they made space for learners whose needs often go unheard in design decisions. It deepened our personalization strategy by accounting for physical, environmental, and attentional context.
