Abstract:

Digital technologies provide opportunities for innovation in teaching methods in higher education. Educational books are supplemented with electronic materials, traditional classrooms are complemented or replaced by electronic platforms, and discussions are carried out in online forums and networks. Modern technologies change the role of faculty. They act as facilitators and coaches. Coaching maximizes students’ effectiveness. A strong indicator of successful coaching outcomes is the trust and the quality of the relationship between students and the faculty-coach.

The main objective of the study is to examine the impact of innovative learning methods focused on ICT (virtual classroom) and the coaching approach on students' learning motivation. The study was conducted with 85 students from the Master’s programs in the Business Administration Department at New Bulgarian University. A survey form was developed and sent to the students by email. The issues addressed included: the target areas for improvement that the coaching was intended to address; the extent to which the coaching was perceived to have accomplished its objectives; any subsequent impacts of students’ improvements on their ability to achieve their performance objectives (and how the target areas for coaching were related to achieving these objectives); and whether, in the absence of coaching, the performance improvements would have occurred anyway.

The data collection allowed the curriculum with a coaching approach in a virtual classroom to be evaluated at four levels: Reaction, Learning, Application, and Impact. ROI is not part of the current study. Reactions were highly positive. Learning – students indicated enhancement of skills and knowledge. Application – implementation of the action plan is an essential prerequisite for the success of the coaching process. Eighty-five percent of the students reported that their plans were completed. Students were asked to indicate the barriers to applying what they had learned in the coaching sessions. They stated that barriers were almost insignificant and rarely present. The lecturers were confirmed to have a strong impact in helping students overcome these barriers.

Impact – some students reported intangible benefits such as: increased clarity of vision, purpose, and direction; achieving professional and personal goals more effectively and faster; developing new ways of looking at challenges and opportunities, leading to greater awareness and improved decision-making; enhanced leadership capability; discovering previously unknown skills and talents; increased confidence and motivation; etc.

Conclusions: The essence of online learning is self-preparation combined with active support from the faculty. The interaction between the trainer and the learners, as well as among the learners themselves, places them in an active role. Lecturers observe students’ reactions and behaviour through active learning methods and coaching. Students succeed when they can take control of their educational process. Factors that influence students' motivation for online learning include support from the faculty, praise and recognition for their work in the course, and the commitment and passion of the faculty toward the teaching process.

Keywords:

Digitally literate academic lecturer, feedback, on-line learning, motivation.