Author: Instructional Connections

Online education has become a significant focus for higher education institutions in recent years, as more universities have expanded their online offerings to attract a different kind of student. The benefits of developing online course offerings are numerous, and many institutions report greater student satisfaction, better retention, and improved student outcomes when they broaden their offerings.

Expanding online education, however, comes with its challenges. Online courses are not just virtual extensions of in-person methodologies and paradigms. To truly maximize the online education experience, institutions of higher education need to reframe their faculty support systems, pedagogies, and presumptions before unveiling expansive online offerings. 

This can be a tall order for some institutions, and improperly planned virtual education programs can have disastrous consequences. By some estimates, around half of higher education instructors suffer from burnout, and without the proper planning and support systems in place, online education programs can exacerbate faculty burnout. 

Instructional Connections has worked with some of the nation’s premier higher education institutions over the years, and we’ve learned what makes some of the nation’s best online education programs so successful. The University of Texas Rio Grande Valley is one such partner.

The University of Texas Rio Grande Valley at a Glance

The University of Texas Rio Grande Valley, based in Edinburg, Texas, is a public research university with approximately 35,000 students. The university is over 90% Hispanic, and popular programs include health sciences, education, and various business courses. 

Online education programs are at the core of the University of Texas Rio Grande Valley’s success. UTRGV offers a wide variety of online education programs, both traditional and accelerated, across many disciplines. The university also offers accelerated and hybrid programs, as well as online graduate programs. In fact, the institution offers over 500 online courses, and aproximately 50% of UTRGV’s student body is enrolled in at least one of them. 

The significance of online education to UTRGV’s success cannot be understated. However, UTRGV’s unique situation does pose particular challenges when implementing online education. For one, the University of Texas Rio Grande Valley has a much higher percentage of first-generation college students than most universities, with approximately 55% of UTRGV’s students being in this group. 

This cohort of students is much more likely to leave higher education or experience worsened student outcomes, whether in person or online. Additionally, UTRGV also attracts a large number of non-traditional students through these online programs. 

The Academic Coach Model 

UTRGV has invested considerably in supporting its online education faculty, and the Instructional Connections Academic Coach model is one pillar of the university’s support structure for its online instructors. Instructional Connections Academic Coaches are a common sight in UTRGV’s online programs, and our dedicated, seasoned coaches help UTRGV faculty perform at their best. 

One of the most alluring advantages of online education, the ability to scale a program through virtual methods, can also be a massive downside. The increased number of students in an online course also increases the amount of routine work expected of an instructor. 

Small, routine tasks like answering a grading question, responding to a student email, or hosting office hours can eat up massive amounts of time in an online course. Instructional Connections Academic Coaches help support instructors and free up their bandwidth to focus on higher-level and strategic pursuits. 

Dedication to Continuous Improvement

UTRGV has also dedicated resources and faculty time to uncovering how to improve online education programs through the use of Academic Coaches. While Academic Coaches are a great resource in an online program, UTRGV has supported research into what makes for an effective and impactful program. Note this presentation on common challenges around the effective use of Academic Coaches. This research uncovered several campus-specific challenges related to the use of Academic Coaches, including:

• Detailed Rubrics
• Clear Communication With Academic Coaches
• Clear & Upfront Development Of Coach Expectations

This commitment to continually reviewing how Academic Coaches are employed and the common pitfalls they encounter on the UTRGV campus has proved invaluable. The result is an online education program that thrives on flexibility, expertise, and consistent review of best practices. 

Learn More About the Academic Coach Model

Are you interested in learning more about the Academic Coach model and whether it’s a good fit for your institution? The nation’s top universities depend on Instructional Connections to charge their online education programs. Call Instructional Connections today to discuss further!

Accelerated asynchronous online degrees are a strategic growth channel for institutions — but they redefine the rules of student persistence. Compressed schedules, concentrated course loads, and intensified time pressure make step-outs and withdrawals more frequent — and more costly.

For academic leaders — Provosts, VPs of Academic Affairs, and Deans — the question is no longer whether to offer accelerated formats, but how to design program architecture and operational supports that drive completion, elevate student experience, uphold academic integrity, and strengthen institutional reputation.

Success in this space requires more than content delivery. It demands intentional design: proactive student support, role clarity across instructional teams, and data-informed iteration after every cohort.

How Accelerated Programs Change Student Risk

Compressed pacing increases fragility. In 4 to 8-week terms, a single missed week can trigger a cascade of missed deadlines and disengagement. Course load shifts concentration: while traditional students juggle multiple courses, accelerated learners typically take one at a time — occasionally two. That single-course focus reduces cognitive juggling but magnifies the impact of any disruption.

There’s less runway for remediation. LMS or course navigation confusion, unclear instructions, or technology barriers must be resolved swiftly — or students risk falling irretrievably behind.

Instructional presence becomes mission-critical. Fast, human responses and clear progress signals are essential to sustain momentum. Fast, human responses and clear progress signals are imperative to maintain momentum in compressed timelines — and every delay compounds.

Four Leading Causes of Step-Out and Targeted Interventions

1. Time scarcity and competing obligations  

• Why it matters: Accelerated terms can demand intense weekly commitment; working adults and caregivers are most vulnerable.  
• Intervention priority: Set realistic course‑load guidance through admissions and advising (recommend one accelerated course for full‑time workers); provide flexible micro‑deadlines and explicit weekly time estimates in the syllabus.

2. Academic overload and unclear expectations  

• Why it matters: Ambiguous rubrics, late feedback, or large multi‑week assessments create overwhelm in short modules.  
• Intervention priority: Redesign assessments into short‑cycle tasks with rapid formative feedback; publish clear, rubric‑linked checklists for every module.

3. Low instructional presence and social isolation  

• Why it matters: There’s less time for community formation; students who don’t receive timely Faculty (or other instructional support) contact disengage quickly.  
• Intervention priority: Build deliberate, faculty or coach‑facilitated touchpoints (weekly announcements, discussion facilitation, short feedback, or brief check-in opportunity) that create rhythm and human connection.

4. Technical setup, navigation difficulties, mid-course disruptions  

• Why it matters: Disruptions like platform failures, difficulty navigating the LMS, or sudden financial, work, health, or other unexpected challenges can have an immediate and disproportionate impact in compressed course formats.  
• Intervention priority: Require a short, mandatory program and LMS orientation; provide a one‑page LMS “cheat sheet”; implement early‑week micro‑surveys to catch issues in time for escalation.

Academic Coach Model: A Strategic Operational Lever

Instructional Connections’ Academic Coach Model offers a practical solution to address course persistence challenges and faculty bandwidth constraints. Academic Coaches—degree-qualified, experienced practitioners who may also be referred to as Virtual Teaching Assistants—serve as faculty-directed partners embedded within online courses. They manage routine course operations, including timely, rubric-guided grading; monitoring discussion threads; ensuring participation; responding to day-to-day student inquiries; assisting with basic LMS and course navigation; and directing students to appropriate departments or resources when needed.

This additional layer of support reduces time pressure on students by providing formative feedback during grading, answering questions promptly, and clarifying next steps so students don’t fall behind. Academic Coaches help minimize overload and overwhelm by checking in or nudging students before tasks become overdue. They amplify instructional presence through consistent human touchpoints, preserving faculty bandwidth for high-value interactions and interventions.

For academic leaders, the Academic Coach Model is attractive because it improves student outcomes and returns faculty time to curriculum design, targeted feedback, and synchronous or strategic interventions—while also being a cost-effective model for scaling to meet growing enrollment demands.

Pilot Blueprint for Leaders

1. Define Scope and Governance —Define expectations and continued course engagement for the Faculty – to preserve faculty final authority and avoid role confusion, clarify Academic Coach responsibilities and limitations (e.g., grade with feedback within 72 hours; coach response within 24 hours), will there be perimeters to when an Academic Coach may be assigned/approved (e.g. course enrollment min. 35-40 students registered, etc.), when Request for Academic Coaches must be submitted (e.g. no later than 14 days before course start date), establish clear escalation protocols – for Faculty, Academic Coach, and Students.
2. Choosing which Courses to Start — Begin with 2–4 high‑enrollment accelerated courses in programs that show elevated step‑out or retake rates. Prioritize courses where students often struggle to persist or complete on the first attempt. Look for faculty who are open to using Academic Coaches — early adopters can help refine the model and share best practices with peers. Starting with willing faculty and high‑impact courses ensures smoother implementation and clearer data on retention and instructional support outcomes.
3. Host Faculty Workshops or Trainings (6–8 Weeks Before Launch) — Hold interactive sessions to explain how Academic Coaches work, review best practices, what faculty can and can’t ask them to do, and how to build clear rubrics for consistent grading. Include examples and simple activities to help faculty and coaches stay aligned. Include other staff who could benefit, such as instructional designers.
4. Operationalize Weekly Cadence:
   1. Pre-Course Conference Call – Schedule a documented conference call before the course begins. Faculty and Academic Coaches should review the syllabus, clarify expectations, and assign responsibilities for grading, discussion facilitation, announcements, and student communication.
   2. Ongoing Coordination – Hold weekly or bi-weekly conference calls between faculty and Academic Coaches to review upcoming assignments, clarify grading expectations, flag at-risk students, and ensure alignment on instructional tasks. These regular and documented touchpoints help maintain consistency, surface issues early, and support a smooth student experience.
5. Create Student Escalation Pathways — Establish clear, rapid referral routes for students who need support beyond the course — including advising, financial aid, accessibility services, and faculty-led academic interventions. Because Academic Coaches only have access to the LMS and cannot contact other departments directly, escalation must be structured and role-appropriate. Provide coaches with a simple referral protocol, such as a shared form or LMS-linked alert, to flag students who may need additional support. Faculty or designated staff should monitor these flags and initiate outreach through appropriate university systems. In compressed formats, even a 24-hour delay can impact retention, so escalation pathways must be fast, visible, and clearly owned.
6. Measure and Iterate — Track key indicators such as student engagement, short‑term withdrawal rates, course retakes, and the time faculty reallocate to curriculum development and high‑impact teaching.
   1. Ensure end‑of‑course surveys clearly distinguish the roles and contributions of faculty versus Academic Coaches, so feedback is actionable and role‑specific. 
   2. After each accelerated cohort, review both quantitative metrics and qualitative feedback to refine instructional design, support structures, and operational workflows. 
   3. Use these insights to continuously improve retention strategies and instructional presence across future offerings.

Metrics That Matter to Leadership

• Engagement: Weekly active users; discussion participation rate; percent of students completing assignments on time; number of late submissions.
• Operational: Average weekly logins — Students, Academic Coaches, Faculty; Assignment submission patterns; Grading turnaround time; Alerts and risk flags; Support ticketing/case logs (if integrated).
• Outcomes: Course withdrawal rate for accelerated cohorts; course retakes; course completion rate; average time‑to‑degree for accelerated-program students.
• Strategic: Faculty‑reported time saved (hours per course per term); Faculty Evaluation of Academic Coach; Net Promoter Score or overall satisfaction for accelerated offerings.
• Financial: Budget academic coaching as an embedded line item in course cost models rather than as an optional add‑on. Track the cost for using Academic Coaches (Instructional Connections charges a ‘per‑student, per‑course’ fee based on final enrollment after census). For large‑enrollment courses, compare total instructional delivery costs under the Academic Coach Model versus a traditional adjunct model to quantify potential savings. Instructional Connections’ approach can yield reductions of approximately 10–25% in instructional delivery costs.

Closing Recommendation

Accelerated online degree programs can expand access, drive enrollment, and generate revenue — but only when paired with deliberate operational design that acknowledges the format’s inherent fragility. Instructional Connections’ Academic Coach Model strengthens high‑demand, accelerated programs by addressing the structural risks of compressed schedules. The model helps safeguard student momentum, preserve instructional quality, and protect the program’s long‑term viability.

Inspired by “Behind the Clicks” by Mohamad Baba and Masita Misdi, Online Learning Consortium, June 2025

In online education, data is abundant. Every login, click, and video view leaves a trail—one that institutions and faculty increasingly rely on to gauge student engagement. But as Mohamad Baba and Masita Misdi argue in Behind the Clicks, these digital footprints only tell part of the story.

The article challenges a common assumption: that more clicks equal more learning. Instead, Baba and Misdi urge educators to look for patterns—not just presence. A student who logs in daily may be skimming without absorbing, while another who logs in less often may be deeply engaged during each session. LMS data can highlight trends, but it can’t explain them. That requires human insight.

Drawing on Moore’s framework of learner–content, learner–instructor, and learner–learner interaction, the authors emphasize that meaningful engagement is relational. It’s not just about accessing materials—it’s about how students interact with them, with each other, and with their instructors. LMS data can signal when those interactions are strong—or when they’re missing entirely.

But even the most sophisticated analytics can’t replace a well-timed human check-in. As Baba and Misdi note, “Even the smartest algorithms can’t replace a timely message from an instructor that says, ‘I see you haven’t logged in—everything okay?’” That moment of care can be the difference between a student persisting or withdrawing.

This is where human-centered instructional support becomes essential. Faculty teaching online often juggle content delivery, grading, discussion moderation, student outreach, and interventions —all while interpreting engagement data that may or may not tell the full story. What they need is a partner who can help sustain instructional continuity and responsiveness without adding to their workload.

Instructional Connections’ Academic Coach Model was designed to do just that. Academic Coaches (also called Virtual Teaching Assistants or Instructional Associates) work with faculty to support instruction in online courses—helping with grading, monitoring discussions, and addressing student questions to ensure prompt, consistent, and responsive support as students’ needs arise.

For students, this creates additional support within the online course that wouldn’t be available if faculty were the sole point of contact. Academic Coaches are often viewed as approachable, offering students a safe and supportive environment to ask questions or seek clarification they might hesitate to bring up with faculty—particularly when concerned about judgment or misunderstanding.

Embedding this support directly into the course shell allows faculty to concentrate on teaching, curriculum, and outcomes, while students feel recognized and supported throughout their learning. This leads to greater engagement, increased student satisfaction, and better academic outcomes.

And for institutions, the benefits are just as clear: the ability to scale high-demand online programs and courses without overburdening faculty or sacrificing the curriculum’s rigor and quality. Our model maximizes the use of existing faculty and staff while maintaining the human connections that make learning meaningful.

Because behind every click is a student. And behind every student, there should be someone who notices.

Citation:  Baba, M., & Misdi, M. (2025, June 3). Behind the Clicks: What LMS Data Is Really Telling Us About Online Learning. Online Learning Consortium. https://onlinelearningconsortium.org/olc-insights/2025/06/behind-the-clicks/