Among graduate students at one completely online university, it previously was found that participation in synchronous one-on-one academic coaching even once increased the odds of persistence 6 to 9 months later 2.66 times. To examine the longer-term impact of this service, this study was designed to investigate the relationship with program completion by comparing the same random sample of students who participated in academic coaching to the same matched sample of students in the same course with the same faculty member at the same time. In the academic coaching sample, the more times these students worked with an academic coach, the greater their odds were of completing their program. However, when the students from the matched sample (all of whom had 0 academic coaching sessions by definition) were added to the analysis, this relationship was no longer statistically significant. It was determined that the previously observed relationship between participation in synchronous one-on-one academic coaching and persistence in online graduate students might not endure through program completion, although the relationship between several demographic and academic variables and program completion did remain statistically significant. In light of these findings, if the goal is to increase their odds of completion, it seems that students who are already engaging with an academic coach (due to either self-selection or faculty encouragement/requirement) might be encouraged to continue to do so. Moreover, a “booster” coaching session might be helpful. However, there is insufficient evidence to support the practice of requiring participation in academic coaching among students who do not do so on their own.

中文翻译：

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复杂：在线研究生的学术辅导参与与课程完成之间的关系

在一所完全在线大学的研究生中，先前发现参加同步一对一的学术指导甚至在6至9个月后增加了持久性的几率2.66倍。为了检验这项服务的长期影响，本研究旨在通过比较参加学术辅导的同一随机样本学生与同一课程，同一教职员工的同一匹配样本，调查与计划完成的关系。成员同时。在学术教练样本中，这些学生与学术教练一起工作的次数越多，他们完成课程的几率就越大。但是，当将匹配样本中的学生（按照定义，他们所有人都进行了0次学术辅导）后，这种关系不再具有统计学意义。可以确定，尽管几个人口统计和学术变量与课程完成之间的关系在统计上仍然很显着，但先前观察到的参与同步一对一学术指导与在线研究生的坚持之间的关系可能不会持久。根据这些发现，如果目标是提高完成率，那么似乎已经鼓励已经在与学术教练互动（由于自我选择或老师的鼓励/要求）的学生继续这样做。 。此外，“助推器”教练课程可能会有所帮助。然而，