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Utilizing Online Academic Coaching as an Added Value for International Student Support

Utilizing Online Academic Coaching as an Added Value for International Student Support

Emily Guetzoian
Copyright: © 2021 |Pages: 20
ISBN13: 9781799870005|ISBN10: 1799870006|ISBN13 Softcover: 9781799870012|EISBN13: 9781799870029
DOI: 10.4018/978-1-7998-7000-5.ch014
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MLA

Guetzoian, Emily. "Utilizing Online Academic Coaching as an Added Value for International Student Support." Strategies for Student Support During a Global Crisis, edited by Jeffrey D. Herron and Taurean Douglas, IGI Global, 2021, pp. 232-251. https://doi.org/10.4018/978-1-7998-7000-5.ch014

APA

Guetzoian, E. (2021). Utilizing Online Academic Coaching as an Added Value for International Student Support. In J. Herron & T. Douglas (Eds.), Strategies for Student Support During a Global Crisis (pp. 232-251). IGI Global. https://doi.org/10.4018/978-1-7998-7000-5.ch014

Chicago

Guetzoian, Emily. "Utilizing Online Academic Coaching as an Added Value for International Student Support." In Strategies for Student Support During a Global Crisis, edited by Jeffrey D. Herron and Taurean Douglas, 232-251. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7000-5.ch014

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Abstract

This chapter explores the utilization of academic coaching as a way to support international students in the online higher education environment. International students and online learners experience barriers to academic success which have been amplified by the COVID pandemic. Given the lack of a widely accepted definition of academic coaching in academia, the author describes what academic coaching is and why it is different from other academic services such as advising or tutoring. This chapter also offers an implementation guide for campuses and departments considering the implementation of such a program on their campus, especially given the budget constraints caused by the pandemic. This guide includes suggestions of who can serve as an academic coach, ideal training topics for coaches, and logistical considerations for the online environment. The chapter concludes with a recommendation for future research on the topic of academic coaching, especially as it relates to online learners and international students.

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