The effect of online academic coaches on supporting graduate students’ performance in intensive online learning environments: a three-course comparison
European Journal of Training and Development
ISSN: 2046-9012
Article publication date: 25 January 2021
Issue publication date: 24 January 2022
Abstract
Purpose
The purpose of this study is to examine how academic coaches, through academic student support, impact graduate student performance in a time-intensive online learning program for pursuing a master’s degree in leadership and human resource development in a research-intensive public university in the Southern USA.
Design/methodology/approach
The participants in this study were 435 graduate students enrolled in their online master’s degree program. Framed by the theory of transactional distance and by adopting a pre-experimental design and the analysis of variance (ANOVA) technique, the student performance in three courses was compared (principles of adult education, research methods and performance analysis) with academic coaches.
Findings
The findings indicate that the average score of students was higher when students received more feedback and comments from an academic coach than less feedback and comments in the performance analysis course. Students who had an academic coach in the adult education class performed better than those who did not have a coach. However, there was not a significant difference in academic performance based on the number of academic coaches (one versus three) in the research methods course.
Originality/value
This preliminary work may lead to a better understanding of how academic coaches can best support adult learners in their pursuits of online postsecondary education. This study would suggest implications for online instructors and institutions to enhance student success and retention in online learning activities by using academic coaching.
Keywords
Acknowledgements
This work was financially supported by Instructional Connections Small Research Grant (48925-3 and AWD-002356). The authors would like to thank Instructional Connections for research funding.
Citation
Park, S. and Robinson, P.A. (2022), "The effect of online academic coaches on supporting graduate students’ performance in intensive online learning environments: a three-course comparison", European Journal of Training and Development, Vol. 46 No. 1/2, pp. 70-85. https://doi.org/10.1108/EJTD-10-2020-0144
Publisher
:Emerald Publishing Limited
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