Evaluation of a Teaching Assistant Program in Online Education

Autor/inn/en	Armstrong, Shelley N.; Lupinski, Kirsten; Burcin, Michelle M.; Kato, Kimberly; Kaufman, Marsha
Titel	Evaluation of a Teaching Assistant Program in Online Education
Quelle	In: Journal of Educational Research and Practice, 11 (2021) 1, S.46-63 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Armstrong, Shelley N.) ORCID (Lupinski, Kirsten) ORCID (Kato, Kimberly) ORCID (Kaufman, Marsha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-8693
Schlagwörter	Program Evaluation; Teaching Assistants; Distance Education; Online Courses; Web Based Instruction; Program Development; Program Implementation; Doctoral Students; Undergraduate Students; Instructional Effectiveness; Satisfaction + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Web Based Training; Programmplanung; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Unterrichtserfolg; Zufriedenheit
Abstract	Online student success is determined by several factors, including learning effectiveness, access (academic, technical, and administrative support), faculty satisfaction, and student satisfaction. These factors are part of the Online Learning Consortium's Pillars of Quality Online Education, which were established to ensure all students are provided a quality education, with high levels of student engagement, instructor feedback and interaction, and experiential learning opportunities. Using Teaching Assistants (TAs) in the virtual classroom is not a traditional practice for most online institutions, but is a strategy that can have a positive impact on these factors. This exploratory research study discusses a TA program that was developed, implemented, and evaluated over 3 years. Fifteen (n = 15) doctoral students were hired to provide teaching support to high-risk courses in the undergraduate programs. Background, recruitment, onboarding, division of course responsibilities, data, and outcomes of the 3-year TA programs are discussed in alignment with the five pillars. Findings suggest the addition of TAs in online education is a potentially useful strategy to improve student learning outcomes, scale, access, and faculty and student satisfaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01