Category: Blog

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?

Distance learning continues to be a dominant trend within higher education. Institutions are increasingly taking stock of student experience with distance learning and evaluating how satisfied students are with the process. 

It’s a valid and critical ask – distance learning can be difficult for some students, and even highly motivated students can quickly disengage when poorly conducted. More and more institutions are investigating how to increase student satisfaction with their distance learning, and some critical trends in student satisfaction deserve closer consideration. 

Responsiveness

No one likes to wait for an answer, whether in a class, on a helpline, or in a physical store. The same is true of non-traditional students in an online course. Students expect to see answers to simple questions about coursework, content, or industry-specific topics in a timely fashion. 

Unfortunately, this can be extremely difficult when instructors have 50-100 students in an online course. Higher education institutions can mitigate student dissatisfaction with distance learning by equipping instructors to respond to student queries promptly.

Timely Grading & Review

One of the main benefits of distance learning is that higher education institutions aren’t bound by the physical confines of a room. The upper size limit of a class is now much higher without the constraints of room size. Some non-traditional distance learning programs can see quite a few students enroll, and digital class sizes over 100 are not uncommon. 

However, this can make it extremely difficult for faculty members to grade, review, and post announcements. This is a natural consequence of the rising digital class size but significantly impacts student satisfaction. The ability to understand one’s progress on exams, coursework, and essays is a crucial piece of any distance learning program. Institutions of higher education that struggle to keep up to date with grading and student feedback will see corresponding dips in student satisfaction. 

Communication Through Self-Guided Learning

Another significant benefit of distance learning for non-traditional students is that their learning is often self-guided. Busy professionals attempting to balance work and family appreciate the ability to learn remotely. However, a downside of this learning style is that self-guided learning can be isolating. 

A solitary distance learning environment will lack the connection, collaboration, and discussion that in-person learning does, which can negatively impact student learning. 

How, then, can institutions of higher education confront this problem? Additional support can help faculty members improve student outcomes and give students clear direction and support as they navigate through online learning. Assistance with grading, approved announcements, and day-to-day tasks can help provide students with clear guidance. These clear channels of communication serve a couple of purposes. Primarily, students are given clear communication about course material and the opportunity to communicate with course instructors and other students. However, faculty members also benefit from additional support in these areas. Improved communication about the progression of the course gives students clear directions and feedback on the self-guided process and frees up faculty time to focus on developing the course.

Flexibility 

Any seasoned instructor can tell you that flexibility is critical when leading a digital classroom of over 100 students. Exams sometimes must be moved, power outages derail submissions, and emergencies occur. This is just a fact of life, even outside of the classroom. However, few faculty members can simultaneously respond to these challenges when instructing that many students. The ability to provide flexibility to every student can become a challenge. 

Faculty Mentorship

Distance learning is not merely coursework. Students will often have questions about their field of study, career prospects, and industry trends and may want to contact faculty members for their insight. While Academic Coaches don’t personally provide mentorship opportunities, higher education institutions offer mentorship, along with other student development services, to all students, including traditional, non-traditional, online, and in-person. Participation in these types of services causes an increase in student satisfaction and better student outcomes for all. 

How Academic Coaches Can Assist 

Faculty members understand what they must do to improve student outcomes and satisfaction. However, as with many things, the devil is in the details. Delivering a great course is hard enough in and of itself. Offering flexibility, timely grading, and clear communication to over 100 students is a big ask. That’s where an Instructional Connections Academic Coach can assist.

Keep in mind, though, that while  Academic Coaches are there to assist, they are only permitted to engage in such activities as directed by the faculty of record. At the direction of the faculty, Academic Coaches can help with everything from posting approved announcements to replying to emails and grading. However, grading is always completed as assigned and through the use of inter-rater reliability activities as prescribed by the faculty. 

Our Academic Coaches are highly qualified, experienced professionals in the appropriate academic discipline. Each has earned at least a Master’s or Doctoral degree from an accredited university. On average, IC Academic Coaches have 14 years of industry experience and a minimum of a Master’s degree. 

Each Virtual TA possesses the academic credentials and experience to become an immediate asset to the faculty and students. Our Virtual TAs are tremendous resources to students in their related fields. Additionally, we align with your goals completely, listening to your institutional priorities and following your leadership and the direction of faculty. 

Interested in exploring if an Academic Coach is right for your institution? Call now!