The growth in online higher education has seen the ‘unbundling’ of some services as universities have partnered with private companies in an effort to enhance their services. This paper explores university students’ use and perceptions of the third-party online learning support platform, Studiosity, at Dublin City University. Studiosity was engaged to support undergraduate and postgraduate distance students, by offering support beyond existing campus-based services. This research employs a primarily inductive research design drawing on data collected through the third-party provider (2018–2020), supplemented by an in-house online survey (2019). Students were overwhelmingly positive about Studiosity. Postgraduate students, arguably students with good academic skills, used the service more than first-year undergraduate students. However, first-year undergraduates, a group the literature suggests are reluctant users of institutional support, were also strong users. Questions emanating from postgraduate students demonstrated expedient help seeking. First-year undergraduate students were more concerned with explanations to help their understanding in order to persist with their studies. This paper posits that all other things being equal, those who already have strong academic capital will be the greatest users of academic support services. Proactive, less formal academic support strategies to encourage use by those who need help most, remain critical