Keywords
university
Academic Success Centers at US universities
technology
technology for supporting higher education students
tutoring
academic coaching
supplemental instructions
mentoring
How to Cite
Abstract
The article presents the results of a study of the effectiveness of the use of technologies to support higher education students, namely: tutoring, supplemental instruction, academic coaching and mentoring. These technologies are used by Academic Success Centers at US universities to improve academic achievement, reduce student dropout, help with course selection, and provide guidance on issues related to learning. The results of the study show that tutoring and supplemental instructions are highly effective technologies that promote strong learning of course materials. The tutoring technology is used in the form of peer tutoring, when senior students serve as course tutors. This type of cooperation benefits both students and senior lecturers. It is found that supplemental instructions are used for courses that are traditionally considered difficult to study (e.g. organic chemistry, genetics, biology, physics). Upon completing a supplemental instruction course, higher education students who regularly attended classes improved their knowledge by a level higher, often moving from intermediate to high or from low to intermediate level. Academic coaching, although a relatively new technology for student support, is a new technology for supporting students, yet it is widely used in the Centers. Academic coaching is aimed at unlocking the potential and acquiring the skills necessary to successfully complete a course of study. The result of working with an academic coach is an increase in the retention rate of students. There is no statistical data on the effectiveness of mentoring in higher education, but there are a number of studies that prove the value of this technology for social adaptation and integration into the student community. Mentoring is a learning and development tool that involves the exchange of experience between mentor and mentee. This technology helps to overcome difficulties that arise during studying.
The study emphasizes the effectiveness of the use of technologies to support higher education students, such as tutoring, additional training, academic coaching and mentoring, and confirms the need for further study of these technologies for the purpose of implementation in Ukrainian higher education institutions.
References
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Deil-Amen, R., and J. E. Rosenbaum. (2003). The Social Prerequisites of Success: Can College Structure Reduce the Need for Social Know-How? The Annals of the American Academy of Political and Social Science, 586 (1), 120–143. https://doi.org/10.1177/0002716202250216 (in English).
Eby, L. T., & Dolan, E. L. (2015). Mentoring in postsecondary education and organizational settings. In P. J. Hartung, M. L. Savickas, & W. B. Walsh (Eds.), APA handbook of career intervention. American Psychological Association, 2, 383–395. https://doi.org/10.1037/14439-028 (in English).
Elkins, S. A., J. M. Braxton, and G. W. James. (2000). Tinto’s Separation Stage and Its Influence on First-Semester College Student Persistence. Research in Higher Education, 41 (2), 251–268. https://doi.org/10.1023/A:1007099306216 (in English).
Goldrick-Rab, S. (2010). Challenges and Opportunities for Improving Community College Student Success. Review of Educational Research, 80 (3), 437–469. https://doi.org/10.3102/0034654310370163 (in English).
Irimie, S. (2010). Mentoring and Tutoring the Student Support Services Context. Review of International Comparative Management. Vol.11 (1). (in English).
Kuh, G. D., J. Kinzie, J. A., Buckley, B. K. Bridges, and J. C. Hayek. (2006). What Matters to Students Success: A Review of the Literature. Washington, DC: National Postsecondary Education Cooperative. (in English).
National Center for Education Statistics. Undergraduate Retention and Graduation Rates. https://nces.ed.gov/programs/coe/indicator/ctr/undergrad-retention-graduation (in English).
Nieuwerburgh van Ch. (2012). Coaching in Education: An Overview. Routledge. 21p. eBook ISBN9780429473036 (in English).
Rheinheimer D., Grace-Odeleye B., Francois G., Kusorgbor C. (2010). Learning Assistance Review, Vol. 15 (1), 23–34. (in English).
Sneyers E., De Witte K. (2018). Interventions in higher education and their effect on student success: a meta-analysis, Educational Review, 70(2), 208–228, https://doi.org/10.1080/00131911.2017.1300874 (in English).
Student Success Center. (2018). Comprehensive Assessment Report. Retrieved from studentsuccess.utk.edu/assessment. (in English).
Tinoco-Giraldo H, Torrecilla Sánchez EM, García-Peñalvo FJ. (2020). E-Mentoring in Higher Education: A Structured Literature Review and Implications for Future Research. Sustainability, 12(11), 4344. https://doi.org/10.3390/su12114344 (in English).
Topping, K. J. (2015). Peer Tutoring: old Method, New Developments / Tutoría Entre Iguales: Método Antiguo, Nuevos Avances. Infancia y Aprendizaje, 38 (1), 1–29. https://doi.org/10.1080/02103702.2014.996407 (in English).
Topping, K.J., Dehkinet, R., Blanch, S., Corcelles, M., Duran, D. (2013). Paradoxical effects of feedback in international online reciprocal peer tutoring. Computer Educаtion, 61, 225–231. (in English).
What is Supplemental Instruction. (2023). https://ung.edu/supplemental-instruction/ (in English).
Wilmot, J., & Telang, N. K. (2017). Assessment of supplemental instruction programming on first-year academic success. Conference proceedings of American Society of Engineering Education, Annual conference Columbus, Ohio. (in English).
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