The influence of academic coaching on persistence in online graduate students

被引:14
作者
Lehan, Tara J. [1 ]
Hussey, Heather D. [2 ]
Shriner, Michael [3 ]
机构
[1] Northcent Univ, Learning Resources, San Diego, CA USA
[2] Northcent Univ, Off Planning & Inst Effectiveness, San Diego, CA USA
[3] Northcent Univ, Sch Educ, San Diego, CA USA
来源
MENTORING & TUTORING | 2018年 / 26卷 / 03期
关键词
distance education; online graduate students; learning center; academic coaching; persistence; retention;
D O I
10.1080/13611267.2018.1511949
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
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 dropout 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.
引用
收藏
页码:289 / 304
页数:16
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