Abstract
Over the past decade, online learning in higher education has drastically expanded. However, students’ success in coursework has considerably decreased, leaving universities concerned about the rigor of online learning. Research indicates there is a need for built-in supports for students enrolled in online courses. Utilizing Academic Coaches (ACs) in the online classroom is a way to provide supports to students. The purpose of this research is to determine what strategies are perceived as effective by ACs within the online classroom. Regarding engagement, ACs perceived the following strategies to be effective: Constructive, detailed feedback; being available for student specific support via email; attending Zoom meetings; and participating in course discussion boards. To assist students in self-efficacy ACs perceived the following strategies to be effective: Encouragement, consistent communication via email and course announcements, clear and consistent feedback (especially on repeated errors and mistakes), continued virtual presence in the online classroom, and engaging underperforming students.
Recommended Citation
Koltonski, Summer; Letchworth, Nicole; and Kennon, J. Lindsey
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"EXPLORING STRATEGIES TO ENHANCE STUDENT PERFORMANCE IN ONLINE HIGHER EDUCATION COURSES,"
The RAISE Center Journal: Vol. 1, Article 3.
Available at:
https://scholarworks.sfasu.edu/raise/vol1/iss1/3
