Category: Blog

Academic Coaches offer institutions of higher education an opportunity to support both faculty members and students through distance learning programs, support that can prove imperative for improving student outcomes and decreasing faculty burnout. 

Increasingly, institutions are finding this model helpful when seeking to expand and enhance their distance learning programs. However, the question of the most effective practices for incorporating Academic Coaches still remains. 

What practices are effective for the use of Academic Coaches? Instructional Connections draws on recent research from the University of Texas Rio Grande Valley for a compelling case study on how Academic Coaches can enhance student and faculty outcomes. 

What Is an Academic Coach?

An Academic Coach is the Instructional Connections answer to the challenge of scaling distance learning programs while supporting faculty members. Academic Coaches are subject matter experts in their field of study, with an average of 14 years of experience. They come alongside their faculty members to help support them through the mundane, yet critical tasks that consume time within a distance learning program. 

By having access to a trained Academic Coach, faculty members can offload routine tasks, such as grading, office hours, and email correspondence with students, which in turn frees up time for more strategic initiatives. 

How Was UTRGV Utilizing Academic Coaches?

The University of Texas Rio Grande Valley is a unique institution. With nearly 32,000 students, the university is certainly not a small one. However, the element of the University of Texas Rio Grande Valley that is incredibly unique is the number of first-generation students and students of Hispanic origin. The university also offered a wide array of online courses, and UTRGV students took full advantage of these offerings. Some 51% of the student body was enrolled in at least one online education course. 

However, like many other institutions, UTRGV struggled with fully supporting both students and faculty through online education. The sheer number of students enrolled was a challenge for the institution. Approximately 16,000 students attended at least one online course, resulting in extremely limited instructor bandwidth. Moreover, the high number of first-generation students at UTRGV made online education a particularly challenging enrollment option. Numerous studies have shown that first-generation students are significantly more likely to drop out of college or experience poorer outcomes overall. These problems can be exacerbated by online education courses if proper support is not provided. First-generation students enrolled in UTRGV online courses could expect to be within a course of 60. Failure to properly support at-risk students in this environment could massively impact course outcomes and enrollment. 

The consequences of inadequate student support in this context are clear, but precious little research has been conducted into how faculty members deploy Academic Coaches in online courses for the best results. This research aims to gain a deeper understanding of the opinions and preferences of faculty members who utilize Academic Coaches, identifying any best practices that could inform the deployment of Academic Coaches in future contexts. 

Methodology

Digital interviews were conducted with faculty members leading online courses, utilizing Zoom transcripts for the verbatim capture of answers. Faculty members were then asked questions like the following. (The following is not an exhaustive list.) 

• How do you determine how many academic coaches are used in a course? Do you have a preferred ratio of academic coaches to students? 
• How do you choose academic coaches? 
•  How often do you communicate with your academic coaches? 
• How often do you meet with your academic coaches via conference call or Zoom? What is discussed in these meetings? 
• Please describe the typical responsibilities of an academic coach offering instructional support in your course. 
• How do you handle student questions? 
• Do the academic coaches answer student questions, or do you, as the instructor of record, address all student questions? 

Results

When the results of this interview were gathered, several surprising trends emerged, demonstrating how other institutions can utilize Academic Coaches.

One of the most common strategies that instructors utilized was frequent communication with their Academic Coach.  Clear and consistent meeting schedules, accompanied by detailed agendas, accessible grading rubrics or instructions, and regular check-ins, were all described by participants as incredibly helpful in the process. Grading and addressing student questions were the two most common responsibilities of Academic Coaches, although the context and division of these tasks varied from course to course. 

Student feedback on the use of Academic Coaches also tended to be minimal, with grading being the most common area of complaint, unsurprisingly. However, clear communication, review, and delegation mitigated many of these issues. 

All in all, instructors at UTRGV were incredibly pleased with the quality of their Academic Coaches and found that clear communication, the use of consistent grading standards, and established review cadences helped them effectively incorporate their Academic Coaches into the course. 

This research provides a clear line of sight into how UTRGV operated, but additional research with other Instructional Connection partner institutions would be a welcome next step. 

Additionally, research into the opinions of both students and Academic Coaches would also be helpful in understanding these perspectives on effective Academic Coach utilization.

Faculty burnout is a pressing issue that threatens student outcomes and institutional effectiveness across the nation. In fact, according to some estimates, a majority of faculty members at institutions of higher education are experiencing burnout. Institutions of higher education have attempted to address this problem in various ways. Various measures, including decreased class sizes and increased access to mental healthcare, have been implemented to mitigate the effects of faculty burnout.

The use of Academic Coaches in the Instructional Connections model is an innovative and practical approach to addressing faculty burnout and enhancing student outcomes in distance learning. Increasingly, institutions of higher education are adopting this model to support their overworked and under-resourced faculty members. 

However, the opinions of faculty members regarding the use of Academic Coaches have been an understudied element of faculty burnout and support to date. Instructional Connections shares the results of University of Southern Mississippi research, published in the TxDLA Journal of Digital Learning in November 2024.  

Instructional Connections

Instructional Connections Academic Coaches are trained subject-matter experts who partner with participating institutions to support online course instructors. Duties will vary from course to course and institution to institution, but Academic Coaches typically assist their online course instructor with everything from grading to routine administrative tasks. 

This model has proven effective in aiding faculty members; however, to date, little research has been conducted on faculty members’ perceptions of the model. Instructional Connections and the University of Southern Mississippi collaborated to determine how faculty members perceived the model and its impact on their ability to lead their courses.  

Literature Review

Time and again, existing literature highlights the critical importance of online education to students. This is corroborated by a rise in institutions of higher education offering online education courses, along with a corresponding increase in the number of students enrolled in at least one of these courses. While online education is critical and increasingly popular amongst students, support can be lacking at times. 

Several quantitative reviews of student outcomes in online education versus in-person enrollment reveal a significant discrepancy between the two. Online education students are substantially more likely to drop out or fail when compared to their peers who opt for traditional classrooms. 

One compelling theory for the discrepancy is the lack of support that online students often receive compared to their traditional peers. As online enrollment grows, many faculty members often struggle to support the number of students in their online programs.  Existing research suggests that the addition of an Academic Coach can decrease student failure rates by up to 50%, highlighting the crucial impact of the amount of support available on online student outcomes. 

Methodology 

The goal of this research was to analyze faculty members’ perceptions of Academic Coaches and determine their opinions on the efficacy of the model. Researchers attempted to contact 250 instructors’ emails from 52 Instructional Connection partner institutions. These emails were chosen at random and then sent a quantitative survey, with the goal of achieving 125 responses. All respondents were from partner institutions, had utilized an Academic Coach for at least one semester, and were online course instructors at their respective institutions. All consented to the survey via Qualtrics. 

Results

One hundred sixty-nine respondents elected to fill out the survey, far exceeding the targeted goal of 125. Several surveys, however, were incomplete and were excluded from the findings as a result. One hundred forty-one surveys were completed and included in the survey’s findings, for a total response rate of 56%. 

The survey yielded several interesting insights into how faculty members perceive their Academic Coaches. For instance, faculty members were asked to rank their Academic Coach‘s ability to grade in the instructor’s preferred grading style on a scale of 1-4, with 4 being a strong ability to grade and 1 being a low ability. Eighty percent of respondents gave their Academic Coach a rating of 3 or 4, indicating a strong or moderate ability to mimic their instructor’s grading style. 

Furthermore, 94% of respondents believed that their Academic Coach communicated effectively, and two-thirds reported no challenges with the model. Short-form answers were collected to explore the specifics of said challenges for the remaining third, and the vast majority of these problems were reported to have been mitigated after closer collaboration between faculty and the Academic Coach, usually within the first few days or weeks of a new course. 

Even more noteworthy is the high number of instructors who reported that their Academic Coach helped manage bandwidth. Ninety-nine percent of respondents found that their Academic Coach helped manage their workload and gave them time back. 

Discussion & Recommendations For Future Research 

Most participants expressed satisfaction with the Academic Coach model. The presence of Academic Coaches was linked with a rise in student engagement, which corroborates findings from past research in this area. The subject matter expertise and ability to identify at-risk students were two salient benefits that Academic Coaches brought to their partner institutions. 

While the research revealed several benefits from the use of Academic Coaches, further investigation is still necessary. Future research topics include a deeper dive into the impact of Academic Coaches on student grades and satisfaction. Additional insight into levels of satisfaction, depending on department, course level, and field of study, would also provide a better understanding of delineation by several factors. 

If you’re interested in learning about the Academic Coach model or have questions about this research, contact Instructional Connections today!

Few industries are static in this day and age. New technology, discoveries, and processes challenge the existing orthodoxy constantly and make for new and exciting changes, regardless of the field you’re in. Higher education is not exempt from this process. Generative artificial intelligence, changes in grant structures, evolving market preferences, and institutional changes all contribute to a constantly fluctuating higher education market. 

Professional conferences are an excellent way for administrators and faculty alike to stay current with the demands of their profession and innovate alongside like-minded colleagues. The Distance Learning Administration Conference is one such opportunity, offering attendees the chance to learn about best practices in strategic planning and distance learning assessments. Instructional Connections shares why you should attend and what you can expect to gain by attending. 

Where

This year’s Distance Learning Administration Conference will be held in Jekyll Island, Georgia, from July 27 to July 30th. The historic Jekyll Island Club hotel will host the conference itself, although it’s worth noting that Jekyll Island offers so much more. Jekyll Island is a beautiful and vibrant community, offering a diverse range of attractions. There’s a little something for everyone on Jekyll Island, whether that’s the island’s Boardwalk, the Marina, the historic district, or the Georgia Sea Turtle Center. 

Why

This year’s Distance Learning Administration Conference provides educators and administrators with an opportunity to gain a deeper understanding of the future of their profession and what they can expect in the years ahead. The Distance Learning Administration conference offers several days of informative topic discussion to allow each attendee to dive into the specific, nuanced focal point that gives them the most value. The conference will also feature two Technology Showcases to keep you apprised of the best-in-class solutions and use cases in the space. Attendees can expect informative concurrent paper sessions on a variety of topics, including assessing program efficacy, navigating technological constraints, and improving student outcomes.

Each lunch session will also include dedicated table topics to facilitate informative small-group discussions around the big themes and challenges of higher education. While the conference will undoubtedly focus on the pressing needs of higher education on today’s campus, there will be several opportunities to unwind and network with colleagues at the end of each day. The 28th will conclude with a Dolphin Tour, and the 29th will feature a Putt Putt networking event, providing attendees with opportunities to connect outside of dedicated professional settings with other attendees. 

Awards

Continuing education, technological study, and networking are all crucial components of this year’s Distance Learning Administration Conference. However, celebrating the achievements of other faculty members and administrators is another key purpose of the conference.  

Several awards will also be presented at the conference to highlight exceptional innovators in their respective fields. Nominations were submitted in accordance with the specified guidelines for various awards before April 4th, and the awards will be presented at the conference. A complete list can be found below:

• The Wagner Award for Innovation in Distance Learning Administration
• Outstanding Instructional Support Award
• Distance Education Leadership Award
• The Visionary Clary Award

Come See Instructional Connections 

If you’re an administrator or faculty member who will attend this year’s conference in Jekyll Island and is looking to support better your distance learning students, look no further than Instructional Connections!

Our Academic Coach or Virtual TA model is a proven and effective method for improving student outcomes, increasing program satisfaction, and decreasing faculty member burnout. By supplying your instructors with expert and professional Academic Coaches, you provide your faculty members with a valuable resource to help with the routine administrative tasks that often hinder many distance learning programs. Your Instructional Connections Academic Coach can assist with everything from grading and office hours to improving student outcomes and freeing up instructor time for higher-level work. 

We hope to see you in Jekyll Island this July. Contact Instructional Connections today to learn more about our Academic Coach model!

Digital connections and communication may be the future of education, but that doesn’t mean there’s no room for in-person connections. In an increasingly virtual world, it’s even more imperative than ever that peers find the time to chat in person about the challenges they’re encountering and possible solutions. In-person conferences are a proven way to help disseminate knowledge, enhance academic collaboration, and build professional networks. 

These are just some of the many reasons we’re so excited about the upcoming Texas Digital Learning Association conference in Denton, Texas! This event will be a one-of-a-kind opportunity for educators and faculty to connect with their peers and learn about the latest trends in digital education and online coaching. The conference will be held from March 30th to April 2nd in Denton, TX, and Instructional Connections is a sponsor.

What is the TXDLA Digital Learning Conference? 

This conference is an unparalleled opportunity for educators across Texas to learn about the latest and greatest trends within the space. The three days scheduled in Denton are filled with informative content, all planned to inform and educate attendees. There’s something for everyone at this year’s TxDLA Digital Learning Conference: networking opportunities, keynote presentations, educational demonstrations, workshops, or conference breakouts. The TxDLA Digital Learning Conference is always such a groundbreaking event. It is a must-attend conference for Texas educators looking to stay current in digital learning and academic coaching.

Who is the TxDLA Digital Learning Conference For? 

This conference is for anyone who wants to understand digital learning and education better. The reasons to attend are myriad, and attendees will have different reasons for registering. The more common reasons one might attend include:

• An expanded network of diverse and passionate educators
• A desire to better understand challenges within digital education
• A hunger for real-world strategies to solve common institutional problems
• Connections with like-minded peers
• Enhanced digital learning and upskilling
• Deepened understanding of the future of education and emerging educational trends

What Can I Expect? 

The event will open with pre-conference workshops on Sunday, March 30th. The conference will kick off on the 31st with the opening keynote, and the first day will include informative workshops and collaborative breakout sessions. Another must-see element of this conference is an exhibit hall filled with helpful conference partners and relevant promotions. Of course, no conference would be complete without networking events, such as a networking dinner and several other activities. The conference will finish on April 2nd with an extended workshop and the closing keynote. 

Find Instructional Connections

This event truly helps the higher education community stay engaged and connected. It always reinvigorates attendees and equips them with pertinent skills and a deeper understanding of virtual education in academia. We’re so grateful for the hard work the Texas Digital Learning Association pours into this event. We are always left in awe of the passion, dedication, and creativity the Texas academia community brings to digital education. We hope you’ll consider attending, and we hope to see you there.

Online education has seen a massive resurgence in past years and has recently enjoyed some of its best moments in North American higher education. Many higher education institutions have poured more and more resources into fully supporting their online education programs, and these efforts are beginning to impact higher education. Still, the pace of change and adoption is not uniform. Different institutions and subcategories are at various stages of adoption, and many struggle with problems related to online education. Understanding the state of the online education environment is paramount for educators who wish to truly support their nontraditional students.

The CHLOE 8 report is one of the industry’s most trusted resources on the state of online education. This most recent installment in the series revealed some startling trends that educators and administrators would do well to keep in mind. 

Stagnation of Traditional Enrollment

Traditional college enrollment falters due to rising costs, high debt burdens, and uncertain employment prospects. Even without these stressors, the traditional four-year institution is not the best fit for every student. However, these macroeconomic conditions are leading more students to consider whether a traditional higher education is best for their specific needs. 

Student Preferences Are Evolving

Student preferences too are also evolving. Online education used to be an unpopular choice, but improved technology and access have made blended school an attractive option. Online education makes sense for many non-traditional students when faced with a busy schedule. The days of remote education before the internet could be isolating and lonely for many students. New and improved technology like video conference calls make virtual education a much more connected pursuit. As student preferences evolve and more and more students prefer the freedom of virtual school institutions of higher education, expect to see non-traditional enrollments rise. 

Institutions Are Adapting

Against this backdrop, it becomes clear that higher education institutions need to adjust their strategic initiatives accordingly. Chloe 8 reveals this is well underway within the higher education space. Some 50% of COOS report that their institutional strategic plans emphasize online, multi-modal education. However, several key challenges remain. Institutions that have traditionally been location-bound face considerable challenges when speaking to the need for online education for faculty, students, and alumni. This is then compounded by the challenges of training, retaining, and upskilling faculty members for online education despite the strategic emphasis on online education at most higher education institutions.  

Necessary Communication to Students

Quality assurance of online education programs is possibly one of the most crucial strategies institutions can employ to increase student outcomes. As new online courses emerge with new faculty, paradigms, and goals, institutions need to invest in ensuring the best possible educational outcomes for their students. This work will also continue to evolve as coursework evolves with new instructional resources and tools. Indeed, most COOs interviewed as a part of the CHLOE 8 report identify this quality assurance as key to their institutional success and are already investing in quality assurance. 

However, a mere 15% are actually alerting students of this approach. Failing to advertise the myriad ways an institution of higher education invests in online student outcomes is a grave misstep. More and more students judge potential higher education institutions on their investments in online education. Failure to disclose how your institution works to improve student outcomes in online education could have a disastrous impact on institutional branding and online enrollment. 

Different Institutions Are at Different Stages

Unsurprisingly, CHLOE 8 reveals that different types of institutions are at various stages of online education development and quality assurance. By and large, flagship four-year public institutions are ahead of private and liberal arts colleges in their online education development. Given the increased resources available to public institutions and their large student bodies, this is expected. However, community colleges are well ahead of the curve in instituting online education courses and subsequent quality assurance. This likely stems from the lack of place-bound traditional students at many community colleges and the increased appetite for non-traditional education in community college student bodies. 

Academic Coaches as a Quality Assurance Model

Is your institution of higher education investing in online education but struggling to scale? Is faculty member bandwidth a concern? Is your institution looking to implement methods to ensure student outcomes in online education?

Instructional Connections Academic Coaches or Virtual TAs offer institutions a way to scale their virtual education programs while improving student outcomes. Adding a subject-matter expert to your online courses frees up faculty member time for more strategic and higher-level course pursuits. 

Instructional Connections Academic Coaches or Virtual TAs are tertiary-educated course experts there to help support your faculty. Our Academic Coaches can assist with various tasks, from leading discussions to grading to answering routine class operations questions and freeing up your faculty members’ time. This has been proven to decrease faculty burnout, increase student participation, and improve overall course satisfaction for those enrolled. 

Are you interested in learning more about the Instructional Connections Academic Coach model? Contact us now to discuss more!