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ACADEMIC COACHES AND STUDENT SUCCESS IN HIGHER EDUCATION: A QUANTITATIVE STUDY
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In: School of Education Doctoral Projects (2022)
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Abstract:
The purpose of this study was to examine academic coach perceptions of the effect of their role in the online classroom on student engagement and self-efficacy. Additionally, this study sought to identify and describe the strategies that academic coaches use to assist students academically in the online classroom. A quantitative descriptive survey research design was used to systematically examine academic coach perceptions of their role in the online classroom on student engagement and self-efficacy and the strategies they use to assist students academically. Data analysis identified that academic coaches perceive that those students in the online classroom struggle more in the area of self-efficacy than in student engagement. Further, the following themes emerged in terms of the strategies that academic coaches perceived as effective for students in the online classroom; encouragement, consistent communication via email and course announcements, clear and consistent feedback, continued virtual presence in the online classroom, and engaging underperforming students. Utilizing the obtained findings, this study provides implications for research and practice in the area of promoting success of students in online classrooms and offers recommendations for future research. Keywords: academic coach, student self-efficacy, student engagement, online learning
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Keyword:
academic coach; Higher Education; online learning; student engagement; student self-efficacy
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URL: https://aquila.usm.edu/cgi/viewcontent.cgi?article=1027&context=highereddoctoralprojects https://aquila.usm.edu/highereddoctoralprojects/25
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Encountering American higher education: First-year academic transition of international undergraduate students in the United States
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In: Journal of Global Education and Research (2022)
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How do L2 student moderators facilitate a peer-led discussion forum?
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Contributions of student organization experiences on leader capacity development
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What is Learner-Centered Education? A Qualitative Study Exploring the Perspectives of English Language Teachers in Colombia
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Autonomia intelectual de estudantes universitários : a investigação e a construção de um conceito
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Your success is our goal: An intervention for failing students
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In: Journal of University Teaching & Learning Practice (2022)
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Student video production within health professions education: A scoping review
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Culturally and Linguistically Responsive Care: An Exploration of Speech-Language Pathology Students' Training and Competence
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THE (MILLENNIAL) TIMES, THEY ARE A’CHANGIN’: UNDERSTANDING GEN Z’S EXPECTATIONS IN THE CLASSROOM
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In: Theses and Dissertations--Communication (2022)
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Relatório de estágio para obtenção de grau de mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico
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Quantitative Study of Predictive Relationships Between English Language Proficiency, Academic Growth, and Academic Achievement Assessments in North Georgia
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54 |
He Needs to be In a Learning Community – Learning Community, a Place of Respite and Brotherhood while Persisting in College
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In: Journal of College Access (2022)
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“I Was Going to Work Full-Time at Roses Department Store”: The Need for College Readiness with Black and Latinx Students
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In: Journal of College Access (2022)
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Building a Positive Teacher and Student Identity in the Chinese DLI Context
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In: All Graduate Plan B and other Reports (2022)
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Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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Involving foreign-language speaking simulated patients in medical interpreter training: A qualitative study
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In: Translation and Interpreting : the International Journal of Translation and Interpreting Research, Vol 14, Iss 1, Pp 25-41 (2022) (2022)
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Using Pop-Culture to Engage Students in the Classroom
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In: ISSN: 0021-9584 ; Journal of Chemical Education ; https://hal.archives-ouvertes.fr/hal-03125040 ; Journal of Chemical Education, American Chemical Society, Division of Chemical Education, In press, ⟨10.1021/acs.jchemed.0c00233⟩ (2021)
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