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Even though the performance-based academic materials are useful for visual and performing arts studies, their availability is comparatively low in virtual space which makes difficult to find appropriate online resources to enrich their theoretical and practical knowledge. This study investigated the online resource utilisation and its barriers among visual and performing arts students of Swami Vipulananda Institute of Aesthetic Studies, Eastern University, Sri Lanka. A questionnaire survey was conducted among 246 randomly selected undergraduates and focus group discussion was conducted among sixteen students. The results revealed that the students mainly use social media, google applications, mobile applications and websites for their academic purposes. These online resources are significantly associated with students’ academic disciplines. Instagram, Google slide share, Google art and culture, Google photo, Google drive, Art Gallery and Museum collection are significantly associated with Visual Technological Art students (p<0.05). Viber and YouTube are significantly associated with the discipline of dance (p<0.05), while Carnatic Music Apps and YouTube are significantly associated with the discipline of music (p<0.05). However, the drama and theatre students mainly use general google search, university and library websites significantly, and YouTube (p<0.05). The major barrier to accessing media content was poor internet connectivity. The loss of traditional teacher-student relationships and creativity were identified as consequences of online resource usage in performance-based studies. The study recommends that the library should play a role in making aware of the appropriate online performance-based resources among students to support the present curricula.