General description of the project:
The project aims to provide an ecosystem that offers a collaborative space to learn and grow through coaching. It seeks to create security and encouragement to learn while encouraging the student to commit to achieving higher levels of accountability and performance in an online environment.
The International Association of Coaching (IAC) defines coaching as a transformational awareness, discovery, and growth process. Coaching studies reveal that it facilitates growth and unleashes the potential to perform at our peak. Various industries, including education, have widely adopted coaching. Studies show coaching effectiveness as an interactive classroom management tool during online learning.
In this project, the integration of the coaching approach occurs with the application of interactive tools that include:
A storyboard exercise about their vision: then they reflect on how they will contribute as Hispanics to a better world through the achievement of their professional career.
The use of learning reflections.
Discussion forum inviting critical and ethical analysis.
The facilitation of assessment tools for strengths exploration and values and how to use this information to maximize their integral development.
Case studies on professional scenarios.
Video presentations where skills related to the course topics are demonstrated.
The opportunity for coaching conversations with the professor to maximize insights and the learning process.
In the first case study, the project used the tools available for the course. In addition, the teacher had the knowledge and experience as a Coach, so the integration of skills occurred naturally.
In the second case, two university professors received training in coaching skills and their application in higher education. The program had 40 educational hours, including mentoring and coaching supervision for the professor. They applied the skills to their class facilitation and interactions with the students.
The results after seven weeks reflected more remarkable academic progress, increased perception of self-efficacy, greater satisfaction, and greater security in the students.
In the case of professors, they indicated having a better approach to address the barriers of trust, security, and diversity. In addition, they perceive less stress in managing the context.