Institutions of higher education are always looking to understand what they can do to better assist their students, particularly those enrolled in large, online graduate programs. The higher education model has changed dramatically with the rise of the internet and the skills needed within the workforce, and institutions of higher education have poured resources into how to assist their programs to develop degrees and courses with their faculty and generate better student outcomes and better preparing their graduates for the workforce with knowledge and skills that employers are needing.
Our Academic Coach/Virtual TA Model is one such resource, and academic research within the Academic Coach space allows institutions to understand our best practices along with perceptions. To help your institution better support your online programs and faculty with opportunities for an improved user experience, Instructional Connections has assembled some of the abstracts of the research directly related to our Academic Coach Model that has been completed or is expected to be completed within the next year. This research has been conducted with and without small grants provided by Instructional Connections, LLC.
This research aims to help you better understand the benefits and processes associated with our Academic Coach Model and better determine if this model could be a solution for the online programs at your institution.
Academic Coach Initiated Technology-Enhanced Feedback in Online Nursing Education
Author: Char Miller
Institution: Ohio University – College of Health Sciences
Year: 2023
New technology can certainly enhance the effectiveness of online learning, but it also can create a hurdle for educators navigating large and distant classes. This research examined how Academic Coaches could be a vector for increased student satisfaction with technology-enhanced feedback in an online RSN course. Previous research has indicated that audio or visual feedback on coursework allows students to understand instructor tone and body language and thus better comprehend the feedback received.
A qualitative review determined that there were three consistent themes for receiving technology-enhanced audio feedback amongst the RSN students examined. Ultimately, more personalized technologically-enhanced feedback led to 1) increased engagement in the course, 2) increased connectedness to instructors, and 3) increased comfort in initiating interactions with instructors.
Assessing Teaching Readiness Online Programs
Author: Aziza Zemrani
Institution: University of Texas Rio Grande Valley
Year: 2020
A surge in online enrollments has caught many institutions off guard. A 17% rise in the number of online students is an especially stark number when compared to the overall 1.2% rise in higher education student numbers. Institutions of higher education facing economic and operational pressures are looking to better identify the gaps and shortcomings within their programs, problems that could damage overall student outcomes if unaddressed.
This study assesses the readiness of various online learning programs at the University of Texas Rio Grande Valley through the Smarter Measures readiness indicator. This research was then used to suggest remedial and supplementary measures to help the University of Texas Rio Grande Valley improve graduate program quality, especially given the average class size of online programs at this university.
The Effect of Collaboration and Utilization of Academic Coaches in Online Learning Environments
Author: Amanda Hawkins and Dr. Britany Grissette
Institution: Columbus State University
Year: 2023
This research examines how the University System of Georgia uses a Cooperative Academic Agreement to increase prelicensure enrollment across 13 schools. These online courses have been instrumental for all institutions involved in the University System. Still, Academic Coaches have remained integral to helping faculty members successfully instruct and manage their courses.
The lead school in this system had a long history of utilizing Academic Coaches, while other institutions had far less exposure to the model. This research examines how the Cooperative Academic Agreement was enhanced by Academic Coaches and what other higher education institutions can learn from this example for their online education programs.
Partner With Instructional Connections
Is your institution looking to maximize your online instructors’ efficacy and free up bandwidth to better serve the learning objectives and student outcomes within your online program and degree offerings? If so, then consider our Academic Coach model as a viable solution.
Instructional Connections works with your faculty members with the support they need to create the best possible learning environment by providing them with a phenomenal Academic Coach. Instructional Connections’ Academic Coaches are all highly qualified, experienced practitioners in their respective fields of study, carefully vetted by Instructional Connections to deliver only the best to your online courses.
Our Academic Coaches are trusted resources for their faculty members. By assisting with routine grading, correspondence, and class announcements, our Academic Coaches help to create a supportive learning environment for the students in their online classes. This allows faculty to focus on the learning outcomes, and course objectives and personally address any at-risk student and potential student inventions, leading to better outcomes for students, the faculty, and the institution.
Are you interested in learning more about the Instructional Connections Academic Coach model?
