TitleAcademic Coaching in An Online Environment: Impact on Student Achievement |
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AuthorsAssist. Prof. Dr. Melissa Hawthorne, Louisiana State University-Shreveport, United States of AmericaDr. Jesse Sealey, Newman University, United States of America |
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AbstractAlthough the idea of online education is not new, the development of massive open online courses (MOOCs) brought the idea of using 100% online courses in higher education to the forefront of educational debate. A New York Times article labeled 2012 "the year of the MOOC", and universities hurried to join the next wave of educational advancement. However, no advance occurs without questions about the necessity for and out comes of the innovation in question. As more universities offer 100% online programs, concerns about student retention and academic outcomes continue to linger. In addition to these concerns in general, there are questions regarding the increasingly large class sizes and the effectiveness of different ways of minimizing the impact of class size on both instructors and students. Academic coaching provides a potential way of addressing both concerns. In this model, trained coaches assist instructors with course related matters such as grading assignments, overseeing and grading discussion boards, and grading and providing feedback on written assignments. Larger courses may employee multiple coaches to assist the instructor. The instructor of record oversees the course and decides to what extent coaches are involved with various tasks (EducationCentre,2012). As mentioned previously, advances are accompanied by concerns. Such concerns include the effectiveness of the model on student academic outcomes and student satisfaction. The current study examined differences in these areas between students in two 100% online masters-level programs. Preliminary results indicate that students in courses that used one or more academic coaches performed as well as students in courses where no academic coaches were used. In addition, these students reported similar levels of satisfaction with the course and with the program. |
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Keywordsonline education, academic coaching, academic achievement, student satisfaction |
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CitationHawthorne, M. & Sealey, J. (2019). Academic Coaching in An Online Environment: Impact on Student Achievement. In M. Shelley & V. Akerson (Eds.), Proceedings of IConSES 2019--International Conference on Social and Education Sciences (pp. 122-126). Monument, CO, USA: ISTES Organization. Retrieved 03 December 2024 from 2019.iconses.net/proceedings/50/. |
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