The influence of academic coaching on persistence in online graduate students
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Authors
Hussey, Heather
Shriner, Michael
Lehan, Tara
Issue Date
2018
Type
Article
Language
en
Keywords
Cause Research Institute , Student Success Science , Educational Leadership & Learning Lifelong
Alternative Title
Abstract
Scholarly attention to academic learning centers is warranted, as they lack a consistent identity and, consequently, little is known about their effect on meaningful student outcomes. Further, such investigations are warranted in online education, given the greater student needs and drop-out rates. The aim of this study was to investigate the relationship between the receipt of academic coaching at an online learning center and persistence in online graduate students using a matched sample and after controlling for demographic and academic variables. After holding months since enrollment and Grade Point Average (GPA) at follow-up constant, visiting the learning center increased the odds of persistence 2.66 times. Compared to students in the matched sample, students who visited the learning center even once were significantly more likely to persist at follow-up. Convergence and divergence of the findings with the scholarly literature is examined with a particular focus on the unique population of online graduate students.
Description
Lehan, T. J., Hussey, H. D., & Shriner, M. (2018). The influence of academic coaching on persistence in online graduate students. Mentoring & Tutoring: Partnership in Learning, 26(3), 289-304.
Citation
Publisher
License
CC BY-NC-ND