Abstract

This dissertation is presented in a three-article format. It explores the evolving role of undergraduate teaching assistants (UTAs) in higher education, with a particular focus on how they facilitate interaction, engagement, and student success in online courses. As higher education institutions expand online learning and seek innovative ways to enhance student support, UTAs have emerged as key players in bridging the gap between students and instructors. The first article provides a scoping review of the literature on UTAs, tracing their historical evolution and examining their expanding role. While traditionally viewed as logistical or grading assistants, UTAs are increasingly taking on more interactive and pedagogical responsibilities. The article highlights the benefits and challenges of utilizing UTAs, emphasizing their potential to support both instructors and students when effectively trained. The second article, presented through a case study, examines the role of UTAs in fostering meaningful interaction in online education. Using a Community of Inquiry framework, the study highlights specific strategies UTAs use to create social presence and how these strategies are supported by best practices to improve student interactions. Article 3 evaluates the effectiveness of a UTA training program designed in part to humanize online education. Using Kirkpatrick's training evaluation model, the study analyzes both quantitative survey data and qualitative reflections to assess UTAs' reactions, learning, behavioral changes, and perceived impact on student success. Findings indicate that UTAs apply training principles to support students academically and emotionally but also grapple with the complexities of balancing their dual role as both students and peer educators. These results underscore the importance of a structured support system that equips UTAs with the skills and resources needed to manage their responsibilities effectively while maximizing their impact on student learning. Together, these studies provide insight into best practices for UTA utilization, training, and support systems that can enhance their effectiveness in both online and in-person learning environments. By synthesizing findings from literature, case study research, and program evaluation, this dissertation offers a comprehensive perspective on how UTAs can serve as institutional agents, fostering academic success and a sense of belonging for students.

Degree

PhD

College and Department

David O. McKay School of Education; Instructional Psychology and Technology

Rights

https://lib.byu.edu/about/copyright/

Date Submitted

2025-06-16

Document Type

Dissertation

Keywords

online learning, undergraduate teaching assistants, higher education, training

Language

english

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