Research in Internet-enabled learning tends to focus on technologies implemented by institutions or staff. In reality, students learn with technologies that go beyond institutional offerings. This misalignment risks universities' approaches to online technologies being partially relevant to student learning. To understand student experiences, we followed hermeneutic phenomenology, interviewing 22 students from three New Zealand universities. Content and thematic analyses showed that students used non-institutional technologies to augment institutional offerings. They experienced institutional technologies as being overloaded with information, and non-institutional technologies as enabling them to process information expediently and take control of their own learning. We also identified differences between high and low-achieving students in technology use, which were associated with motivation, awareness of technologies, and metacognition. Our study highlights the role of non-institutional technologies in learning, which has implications for future research, for the design and implementation of institutional technologies, and for preparing students to learn with technologies.

互联网支持学习的研究往往侧重于机构或员工实施的技术。实际上，学生学习的技术超出了机构提供的范围。这种错位可能会导致大学使用在线技术的方法与学生学习部分相关。为了了解学生的经历，我们遵循解释学现象学，采访了来自新西兰三所大学的 22 名学生。内容和主题分析表明，学生使用非机构技术来增加机构提供的服务。他们体验到机构技术被信息超载，而非机构技术使他们能够方便地处理信息并控制自己的学习。我们还确定了高成就学生和低成就学生在技术使用方面的差异，这与动机、技术意识和元认知有关。我们的研究强调了非机构技术在学习中的作用，这对未来的研究、机构技术的设计和实施以及让学生做好学习技术的准备都有影响。