Strategies used by academic coaches in the online classroom to foster connection and success for students

Nicole C. Letchworth, Summer Koltonski and Lindsey Kennon
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Nicole C. Letchworth: Stephen F. Austin University, USA
Summer Koltonski: Stephen F. Austin University, USA
Lindsey Kennon: Stephen F. Austin University, USA

Advances in Online Education: A Peer-Reviewed Journal, 2025, vol. 3, issue 4, 345-355

Abstract: The rapid expansion of online learning in higher education necessitates effective student support strategies to enhance student engagement, self-efficacy and overall academic success. This study examines the perceptions of academic coaches (ACs) regarding the strategies they employ to assist students in online classrooms. Grounded in Pena and Thomas’s conceptual framework for student success, this qualitative descriptive survey study collected data from 569 ACs (39 per cent response rate) using open-ended survey questions and Likert scales. Findings reveal that ACs use a variety of instructional and motivational strategies, including detailed feedback on assignments, frequent and open communication, consistent presence in online discussions, providing examples of completed assignments, clarifying complex concepts, reviewing grading rubrics and offering purposeful encouragement. These strategies were perceived as highly effective in improving student engagement and persistence. Results indicate that ACs serve as essential support figures in online education, helping to bridge gaps in student motivation and academic performance. This study contributes to existing literature on online student retention by emphasising the need for additional built-in academic support structures. Findings offer practical implications for institutions seeking to enhance student success through academic coaching and provide recommendations for future research on best practices in online education. This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.

Keywords: academic coaching; online learning; student success; student engagement; student feedback; student persistence (search for similar items in EconPapers)
JEL-codes: A2 I2 (search for similar items in EconPapers)
Date: 2025
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