Incorporated in July 2010, Instructional Connections, LLC is the first U.S. provider of high‑quality instructional support services designed specifically for colleges and universities offering fully online courses and degree programs.
We pioneered the embedded instructional support model for online courses—our Academic Coach Model—providing degree-qualified and fully vetted Academic Coaches, who may also be known as Instructional Associates, Course Assistants, or Teaching Assistants. To date, no other U.S. company operates the way we do. Our approach is truly turnkey and aligned with the mission, structure, and needs of each institution we serve: we supply Academic Coaches who work under the direction of the university’s faculty within the online course itself, to offer a scalable solution that maintains quality and rigor while also being cost-effective.
While many online support vendors focus on general student‑facing services outside the course—such as retention specialists, 1:1 tutoring, writing support, or companies offering curriculum and course development services—we build our support around the academic goals and instructional needs of our partner colleges and universities. Our model is embedded directly in the course to strengthen faculty capacity and, in turn, enhance the student learning experience. The Academic Coach Model is intentionally flexible, scaling with enrollment patterns and adapting as programs grow, shift, and evolve.
In his doctoral dissertation, Dr. Bob Williams examined the use of graduate teaching assistants (GTAs) in an online program. GTAs have been thoroughly examined in academic literature for over 40 years; however, this was a groundbreaking study of GTA’s in an online classroom environment. Using best practices, Instructional Connections pioneered the embedding of Academic Coaches (AKA Instructional Associates) in online classrooms.
All of our online Academic Coaches and instructional associates have minimum of a Master’s Degree and many have post-graduate degrees and/or certifications, giving them the experience and knowledge needed to best serve the students within your online courses and programs.
As a sole-source service provider, and the first company in the U.S. to scale the use of Academic Coaches (AKA instructional associates) into high quality, asynchronous online, accredited courses and degree programs at traditional universities, Instructional Connections has helped thousands of students throughout their online courses and degree programs. Many students credit their “Instructional Associates” with the successful completion of their online courses.
Our Academic Coaches or Instructional Associates serve more than 50 thousand students at over 50 universities and 75+ programs. With our highly effective proprietary “Academic Coaching Model,” we are able to provide student-centric and faculty-centric support model to our university partners. Our services help meet the needs that institutions face with 21st century demand for online degree programs and courses.
I am an ambassador for Instructional Connections by actively displaying a positive attitude and talking enthusiastically about the company, the university, the program, and faculty.
I treat everyone with respect by being sincere & kind, being considerate of individual differences, and acknowledging contributions made by others.
I am a team player working with my team to achieve the common goals of my program and university, and the Instructional Connections Mission and Vision. I practice teamwork with courtesy and respect.
I respond positively and show I care by concentrating on each student, attentively listening, and responding with sincerity.
I show I care when presented with an issue by owning the problem, and using the L.E.A.R.N. process to resolve, support, and build trust.
L.E.A.R.N. = Listen, Empathize, Apologize, React, Notify
I can answer students questions because I know about the university, my program, the learning management system, and the faculty I support.
I offer information and services relevant to each student’s specific needs and concerns. I deliver individual service by giving relevant and detailed information, and specific and accurate directions.
When responding to student and faculty requests, I ensure everyone is satisfied by asking questions to learn more, determining the individual’s needs, and thinking of creative ways to say resolve issues
I am empowered to serve our programs by acting upon opportunities to do more than is asked, and going the extra mile whenever possible – to make the student feel special.
I help with any request by handling it myself, following the chain of command, and following up with the students and faculty.
I can give students and faculty the information they need through my continuous efforts to learn more about the needs of students and faculty, my position, my program, and my university.
I create effective and meaningful relationships, which are the productive and sustaining foundation of all that I do in serving students and faculty.