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Using Online Teaching Assistants to Improve Academic Success and Persistence
PROCEEDINGS

, , Capella University, United States ; , , Capella University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, USA ISBN 978-1-939797-05-6 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Increasing student persistence and retention are key goals of academic institutions and researchers alike. The purpose of this best practices presentation is to describe an intervention aimed at helping learners in an undergraduate psychology program at an online university achieve academic success. The faculty-driven model was designed based on Tinto’s (1975) and Bean and Metzner’s (1985) work and includes synchronous labs facilitated by teaching assistants. The curriculum is tied to learner coursework in their first term and is focused on increasing academic readiness, developing writing skills and supporting learners as they begin their program. The presentation will include a synopsis of the curriculum as well as the positive research findings that attendance in the synchronous labs is correlated with academic success in the course as well as student persistence.

Citation

Hughes De Sousa, K., Kozak Miller, A., Reagle, B. & Sullivan, L. (2013). Using Online Teaching Assistants to Improve Academic Success and Persistence. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (p. 137). Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 15, 2019 from .

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