As the demand for online postgraduate programs continues to grow, so does the need for innovative and supportive models that enhance student success in these virtual learning environments. This blog discusses a groundbreaking model for online student success coaching that has been implemented at AIM Business School. It was designed specifically for postgraduate students, highlighting this unique support program's iterative design and implementation process. 

Background and Context 

Online academic coaching for postgraduate students is a relatively under-researched area, with limited studies addressing its design and implementation. While there have been explorations of coaching program featuresⁱ, partnershipsⁱⁱ, and the impact on student achievement and satisfactionⁱⁱⁱ, a gap exists in understanding how to structure and deliver these programs effectively. Our study aims to contribute to this under-explored field, presenting a case study from an Australian Higher Education Provider to address the unique challenges and opportunities that online learning presents. 

Program Design and Implementation

This study's online student success coaching program was developed specifically for postgraduate students at AIM Business School. Through an iterative design approach, the program has evolved to meet the diverse needs of online learners by integrating personalised academic coaching delivered by experienced academic facilitators. 

The success coaching model focuses on addressing three main areas:

1. Personalised Academic Support: The coaching program offers one-on-one sessions with academic experts who guide students through their academic journey and offer tailored advice, feedback, and strategies for success.
2. Confidence Building: Students report increased confidence in their abilities by providing access to experts in an online learning environment, positively impacting their overall performance.
3. Student Engagement and Persistence: The coaching model is designed to keep students engaged, motivated, and persistent in their studies, addressing one of the key challenges in online learning—student retention. 

Methodology 

AIM Business School’s approach utilises a mixed-method evaluation to assess the effectiveness of our success coaching program. Data is collected through student satisfaction surveys and program feedback. These insights inform ongoing refinements and iterations to ensure the coaching model continues to meet student needs.

Through this continuous improvement process, the coaching program is adapted to align with evolving student demands and the dynamic nature of online postgraduate education.

Evidence of Success 

Preliminary results from the survey data indicate overwhelmingly positive responses from students who participated in the success coaching program. Key findings include: 

• Increased Confidence: Students reported feeling more confident in navigating their studies with the support of academic experts in the online space.
• Improved Academic Performance: Many students noted an improvement in their academic outcomes, attributing it to the personalised guidance they received through the program.
• Higher Satisfaction: Overall satisfaction levels among students in the coaching program were higher than those who did not receive the same level of academic support. 

These findings underscore the value of academic coaching in enhancing student success in an online learning environment. 

Contribution to Higher Education 

The AIM Business School success coach model offers a blueprint for designing and implementing successful online academic coaching programs for postgraduate students. By providing personalised, expert-driven support, the program addresses key challenges in online learning, such as student isolation, engagement, and persistence.

Our success coaching program can be a key resource for other higher education providers looking to implement similar initiatives. The iterative design process allows for flexibility and adaptation, ensuring the program remains responsive to the evolving needs of online learners. 

Engaging with the Model 

At the recent Higher Education Research and Development Society of Australasia (HERDSA) conference in Adelaide in July 2024, our academic dean Sabina Cerimagic gave a presentation of this model where she and her co-presenters engaged the audience through interactive tools to share their insights into the role of success coaches in improving student experience. Reflective questions and an online audience response system provided ongoing dialogue and allowed participants to share insights and ideas for further refining the model.

Our study is currently continuing the iterative process to evaluate and further refine the online success coaching model.  

This study provides a valuable contribution to the under-researched field of online academic coaching. It offers a proven model that empowers postgraduate students and enhances their success in a virtual learning space. By sharing this model, we hope to inspire further research and development in this crucial area of higher education. 

References

i. Robinson, 2015

ii. Walsh et al., 2020

iii. Hawthorn & Sealer, 2019; Lehan et al., 2018