online courses for education support

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Education Support Studies

3 Course bundle

Higher Level Teaching Assistant (HLTA) Advanced Level 5

Special Educational Needs Diploma Level 3

Educational Psychology Level 3

Kickstart your education support career with this holistic 3-course bundle. Double your earning potential and study from the comfort of home. 3 Qualifications, 1 low price.

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About This Course

Are you passionate about making a positive impact on the field of education support?

Our Education Support Studies bundle brings together three comprehensive courses to equip you with the knowledge, skills, and qualifications needed to excel in education support. Whether you’re currently working in the sector, or looking for your first role, this bundle will empower you to provide effective support to learners of all ages and abilities.

With the flexibility to study at your own pace and from the comfort of your own home, this bundle allows you to deepen your understanding of educational psychology, special educational needs, and higher-level teaching assistance. It opens doors to diverse career opportunities and prepares you to meet the challenges of the educational support profession.

Course Benefits

The Education Support Studies bundle comprises three individual courses, each targeting essential areas of educational support. Enrolling in this bundle offers you the following:

• Develop a strong foundation in educational psychology, including the psychology of learning and motivational techniques.
• Master the skills required to support individuals with special educational needs, addressing speech, language, communication, and behavioural challenges.
• Enhance your expertise as a Higher-Level Teaching Assistant (HLTA), covering lesson planning, classroom management, and support for pupils with complex needs.

Course Units

• Unit 1: Communication and Positive Relationships
• Unit 2: Supporting Teachers in their Absence
• Unit 3: Focused Classroom Teaching
• Unit 4: Creating a Safe Learning Environment
• Unit 5: Challenging Behaviour, Communication, and Complaints
• Unit 6: Supporting Child Development
• Unit 7: Being a Reflective Teacher
• Unit 8: Special Educational Needs (SEN) in Children and Young People
• Unit 9: Developing Planning and Assessments to Meet Individual Needs
• Unit 10: Supporting Individuals with Autism with Communication and Social Interaction
• Unit 1: Special Educational Needs (SEN) in Children
• Unit 2: Supporting Children and Young People with Special Educational Needs to Reach their Potential
• Unit 3: Working with Illnesses and Disabilities in Children and Young People
• Unit 4: Working with Additional Speech, Language, and Communication Needs
• Unit 5: Working with Social, Emotional, and Behavioural Challenges
• Unit 6: Developing Planning and Assessments to Meet Individual Needs
• Unit 1: Measuring Educational Performance
• Unit 2: How Children Learn
• Unit 3: Special Educational Needs
• Unit 4: Motivating Learners
• Unit 5: Tackling Disruptions
• Unit 6: Enabling Environments

This bundle programme is assessed using a series of written tasks. These tasks are designed to test your knowledge of the courses’ syllabus. You’ll submit assignments to your personal tutor, who will mark them, and return them with feedback and suggestions. No external exams or deadlines!

Required Knowledge

You do not need to have any previous experience or knowledge in support to enrol onto this course bundle.

Awarding Body

Upon successful completion of this course you will obtain certification from National Institution of Qualifications (NIOQ).

This course has been created to fit the needs of specific students and employers. It has been endorsed by National Institution of Qualifications, which means that the course has been subjected to external quality tests which guarantee that it is maintained and delivered to a high standard.

NIOQ is a national certification body, and their endorsement of our courses guarantees that learners have access to high-quality resources that cover all possible learning outcomes, allowing students to meet their full potential.

When you enrol in the Education Support Studies bundle, you gain access to a comprehensive study guide and receive assignments related to each unit. You will benefit from the support of our dedicated personal tutors who possess extensive industry experience and are committed to guiding and mentoring you throughout your studies.

Our student support team is readily available to assist with any queries or concerns you may have during your course. We are dedicated to ensuring that you have a fulfilling learning experience and can achieve your goals with confidence. Help is just a click away!

Frequently Asked Questions

Why choose association of learning.

This is a question that our team are often asked, there are many reasons but here are the main reasons to choose Association of Learning:

• No hidden charges, the price you see includes everything, from tutoring to certification.
• Our average tutor marking time is 3 working days (most providers are 10+).
• Our customers have rated us ‘Excellent’ on Trustpilot.
• Our courses are up to date. Many providers create course content and fail to keep it up to date.
• We are open later than any other home learning provider.
• As many submissions as you need to complete, many providers cap how many times you can submit work.
• All courses are fully endorsed by external awarding organisations.
• 14 day money back guarantee or course switch.

If you need any more reasons to choose Association of Learning, contact our team!

How long do I have to complete the course?

You have 12 months to complete your course, however you can complete at a faster pace without any additional costs. Some of our students have managed to complete in as little as 3 months!

What are the payment options?

There are two payment options, pay in full for your course or monthly. Our monthly payment option allows you to spread the cost of your course over a 10 month period.

If you choose to pay using a payment plan, to apply you must be able to answer yes to the following:

• Your billing address is based in the UK
• You have a UK based bank account
• Bill payer must be 18 or above.

Are there any exams?

No, this course is assignment based, which means you will not have to complete any exams. If your assignment doesn’t pass first time, you can retry as many times as you need within your 12 months support period.

Will my tutor visit me?

No, this is a distance learning course, which means your assessments will be submitted and marked using our online LMS (Learner Management System).

How long will my certificate take to arrive?

Unlike other providers, Association of Learning use a fast-track system to get your certificate to you within six weeks (our average is two weeks).

Is this a full qualification?

This course is an endorsed certification, not a regulated qualification.

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Certificate III in School Based Education Support

Do you enjoy working with young people and making a difference in their lives? Education support is a rewarding role with strong demand. Jobs are expected to continue growing in this sector.

This course will prepare you for a career as an education support worker, teachers’ aide or integration aide. 

Some of the skills you will learn include:

• supporting students to build literacy and numeracy skills
• supporting students with additional needs in the classroom environment
• assisting with planned educational programs
• working with students and colleagues
• using an e-learning management system.

Many course providers offer an industry placement, which will give you real-world experience. Your provider may also prepare you to work with the National Disability Insurance Scheme (NDIS).

Education support roles are available in public and independent schools, as well as community education settings.

Licensing and regulatory information

A Working with Children Check  (WWCC) is a standard requirement for child-related work in Victoria, including work placement. 

This qualification is recognised nationally under the Australian Qualifications Framework (AQF).

Offered at 30 locations around the state.

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The below government funding is available to help pay for the cost of this course. Contact your training provider to find out if you're eligible.

Free TAFE provides free or low cost access to selected courses and pre-apprenticeship courses at TAFE institutes in Victoria.

You may be able to have some of your course fees subsidised through Skills First funding.

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Education Support Courses

Try the Navigator Tool and find the right Education Support course, personalised to you.

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Certificate iii in school based education support and certificate iv in school based education support.

The combined CHC30221 Certificate III in School Based Education Support + CHC40221 Certificate IV in School Based Education Support reflects the role of workers who assist teachers and support student learning in a range of classroom settings. By compl...

Certificate III in School Based Education Support CHC30221

The CHC30221 Certificate III in School Based Education Support qualifies you to work under the guidance of teachers and professional educators in a variety of classroom settings. This qualification reflects the role of workers who assist teachers and s...

Certificate IV in School-Based Education Support CHC40221

The CHC40221 Certificate IV in School Based Education Support equips you with the required experience, training and expertise to work in various education support jobs. This course reflects the role of workers who operate under the guidance of teachers...

The CHC30221 Certificate III in School based Education Support offers the best of both worlds: the flexibility of online learning, with a practical 140 hours of work placement in a real classroom of your choosing, so you can practice and perfect what y...

Certificate III in Early Childhood Education and Care CHC30121

Build a fulfilling career working with children. If you delight in seeing young children explore their world, learn and grow, and would like to make childhood education your career, this is an ideal place to start. With the new Certificate III in Early...

Certificate III in School-Based Education Support (Perth Only) CHC30213

Are you interested in becoming a teacher’s aide? Work with teachers to create a comfortable and supportive environment for children’s learning. You will ensure lessons run smoothly while also developing the student’s literacy, numeracy and resear...

Certificate IV in School Based Education Support (Melbourne Only) CHC40221

The qualification CHC40221 – Certificate IV in School Based Education Support is referred to in industry as the Cert 4 Education Support or your teacher’s aide course. Education support workers assist teachers and support student learning in a range of...

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Instructional Practices that Support Virtual and Online Learning Environments

• September 3, 2021
• Karen Blaha, EdD

The COVID-19 pandemic has had an overwhelming impact on students in higher education. For students who were looking forward to living on campus and having the college experience, COVID-19 affected how they consumed instruction, their sense of community, as well as their sense of well-being. Graduate students working toward advanced degrees found educational experiences were impacted by job and home lives that were now affected by COVID-19. As classes moved from in person to distance and online formats, it was important to ensure instructional practices were used to make learning engaging, collaborative, and relevant, while at the same time supporting the academic success of all students.

Now, as the country begins to reopen, educators are working toward refining virtual and online instructional practices used during the COVID-19 crisis. Various studies in the area of distance and online learning have provided insight regarding how to support our higher learning and adult students through effective engagement, academic support, and collaborative learning communities. According to research from Keengwe, Onchwari, & Agamba, (2013), higher learning and adult students felt engaged when instructors used problem-oriented learning activities relevant to students’ interests and jobs, encouraged active learning, and provided a variety of opportunities for collaborative and cooperative group work that emphasized the problem-solving process, decision making, and evaluative skills, in both synchronous and asynchronous formats. Previous research by Yong Tay (2016) found that adult learners felt they were in a supported learning environment when they received effective feedback and coaching from the instructor, thus impacting their academic success and feelings of connectiveness to the other students and instructor.

These are sound practices, but how are they implemented? What do these practices look like in action? It is important to remember that the effectiveness in which technology is used to implement these practices can affect adult learners. According to Castro (2018), “teachers’ skills not only in virtual class sessions, but also in physical classrooms may enhance or undermine learners’ motivation and engagement” (p. 11). I would like to share threes practices I have used with my online students that other instructors can implement to create an engaging, supportive learning environment for all learners.

Interactive synchronous instruction

When teaching an in-person class, instructors typically implement practices such as small group discussions and collaborative work time to support student engagement and application of new skills. These practices should also be implemented during virtual or online synchronous learning. A structure should be created so that students experience 10-12 minutes of content delivery, followed by approximately 5 minutes of small group interactions. This “ebb and flow” of teacher talk and student participation helps to break the content into manageable information chunks for students to process. An example of a small group activity to use within this structure would be small group discussions via virtual breakout or conference rooms. The activity would begin with the instructor posing an open-ended question to the class, then placing students in small groups via breakout rooms to address the question. After 3-4 minutes, the students would enter back to the whole group format and share information from the small group. Another small group activity could be collaborative work that is completed within breakout or conference rooms using a common document such as Google docs. After the collaborative work, students would return to a whole group virtual setting and share the work.

This synchronous instructional structure supports the development of a learning community within the virtual setting. This structure also provides opportunities for students to share ideas and hear other’s perspectives on the relevancy of the content and connections to a current or future job. To ensure all students are able to effectively participate in such activities, it is beneficial to provide access to the class materials prior to the synchronous learning session. This way students can frontload, or become familiar with, information prior to the synchronous learning, thus making participation more meaningful and effective.

Engaging asynchronous activities connected to synchronous sessions

Once a synchronous session has been completed, it is important for students to independently practice with or apply the new learning. This can be accomplished with asynchronous activities that engage the students through reflection and application of the new learning.

One practice that supports student reflection is the use of threaded discussions. The instructor may pose an open-ended question in which students answer with an initial post that connects the new learning to their own experiences. Students would also respond to other classmates’ posts, again discussing the new learning and its relevancy to real life situations.

A second instructional practice is the use of short, formative assignments or tasks that engage students in the application of the new learning. Once the assignment or task is completed, the students submit the assignment or task to the instructor, and the instructor provides feedback on the student’s application of the new learning. The implementation of such practices ensures students reflect on the synchronous learning, and allows them to work at their own pace when practicing the application of the new learning.

Effective feedback

Finally, it is important to provide students with effective feedback on formative assignments or tasks. In order for feedback to be considered effective, it must be timely, meaning it should be provided no longer than a week from the time an assignment or activity is submitted. The feedback should also be tangible and actionable; students should understand how a task needs to be improved, and why. In order to clearly communicate this feedback, instructors can provide a brief (1-2 minutes in length) audio or video recording in addition to annotations or comments on the assignment. This allows students to receive feedback both textual and through recorded forms, ensuring clear communication between the instructor and student.

Over the past year and a half, the COVID-19 pandemic has impacted higher education students and the way they have consumed instruction. As we move forward, we need to reflect on the strengths and challenges of online and virtual learning, and begin to make revisions within the instructional practices currently used. While virtual and online learning can provide flexibility for students, it can also hinder students’ motivation and engagement if online instructional practices are not implemented well. To ensure student engagement and learning of content, we must connect the content to an ebb and flow of participation, collaboration, and independent practice. These actions will help to support students’ social and cognitive growth within a course.

Dr. Karen Blaha is an assistant professor at the University of St. Francis and program coordinator for the Educational Leadership Program which prepares candidates to become instructional leaders and ethical school administrators. Karen believes in high quality, equitable education that provides learners with a foundation of academic excellence through social construct, effective feedback, and differentiated instruction that is relevant to students’ professional backgrounds and interests. Karen has worked with adult learners for 14 years, and has taught graduate courses and provided professional development on best practices in blended and online learning and differentiated instructional strategies for adult learners.

References Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective. Sustainability , 12(20), 8438. doi:10.3390/su12208438

Castro, R. (2019). Blended learning in higher education: Trends and capabilities. Education and Information Technologies , 24(4), 2523–2546.

Froman, V., Berumen, D., Rodriguez, J., & Stute, C. (2020, August) . COVID-19 Student Survey: Online Learning Experiences and … https://www.mtsac.edu/research/images/RIE-Covid-19-Student-Survey.pdf .

Hui Yong Tay | (2016) Investigating engagement in a blended learning course, Cogent Education, 3:1, 1135772

Keengwe, J., Onchwari, G., & Agamba, J. (2013). Promoting effective e-learning practices through the constructivist pedagogy. Education and Information Technologies , 19(4), 887– 898

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Shaping the Future of Online Learning

Published may 22, 2024.

If you’ve been enrolled in any educational course or postsecondary educational program since 2020, chances are you’ve witnessed the rise in online learning firsthand .

The COVID-19 global pandemic shuttered storefronts, theaters, and classrooms alike, causing major disruptions in how goods and services were delivered. As consumers adopted Instacart for their grocery needs and streamed new blockbuster movies from the comfort of their living rooms, students needed an innovative way to bring their classes home. A year into the pandemic over 60% of all undergraduate students were enrolled in at least one online course , with 28% exclusively enrolled in online courses, according to the National Center for Education Statistics.

There are other reasons for the widespread adoption, including accessibility. Rural and international students who may be far removed from traditional educational institutions can now attend Harvard classes anywhere there’s an internet connection. Or, consider working adults seeking to progress or switch careers. Life doesn’t stop for a class, and attending one in-person can be prohibitive. While still challenging, logging into a virtual classroom is far more manageable. Online education is for everyone.

Technological and pedagogical developments have helped online learning progress beyond the days of discussion boards and essay uploads. Now, students can enjoy a multimedia educational experience that is rooted in the latest research, all while participating in the community of their “virtual campus”.

If you’re one of the millions of learners who have experienced online education, you might be interested to learn where it’s going next. At Harvard Online, the question, “what is the future of online learning?” guides an ongoing conversation that drives us everyday.

In this blog, we sat down with Catherine Breen , Managing Director of Harvard Online. With more than two decades of senior executive leadership at Harvard University and oversight of Harvard Online, Breen has an invaluable perspective on the future of online learning, and the exciting role Harvard Online is playing in bringing the future into the present. 

Catherine Breen, Managing Director of Harvard Online, in a team meeting.

Harvard Online (HO): How has the online learning landscape evolved in recent years? 

Catherine Breen (CB): At the beginning of the COVID-19 lockdown, there was a massive escalation in demand for online learning. Demand began to recede slowly as the months wore on and by late 2022, it started to level out. But we observed two big changes: Internally, the demand for Harvard Online content was still almost three times higher than pre-pandemic. Externally, in reaction to the demand surge, there was significant and rapid growth of new online course offerings and companies that purveyed varying types of digital products.    

HO: What is shaping the future of online learning today? 

CB: Because of the rapid and massive shift to online that occurred around the globe in the spring of 2020, the landscape changed permanently. There are many things shaping the future but here are just a few that I can see from my perspective:

• Increased adoption of online learning across all ages and levels of education: Everyone expanded their online course catalogs; new companies and offerings sprung up everywhere.
• Greater tech investment across organizations and industries: Organizations are investing more time, money, and effort into technology infrastructure, tools, and platforms to support online learning and participants in these courses.
• New pedagogical methods to bridge the gap between traditional and novel learning methods: Instructors have adapted their teaching methods for online, hybrid, and blended environments.
• Enhanced accessibility to quality education and learning experiences: Efforts have been made to improve access for students of all types, abilities, geographies, and backgrounds so that everyone can participate effectively.    

HO: What are the remaining challenges that online learning faces? 

CB: While these changes have improved the online learning experience, challenges remain, including addressing the digital divide, maximizing student engagement, and refining the quality of online courses.

The pandemic accelerated the adoption of online learning and its impact will likely continue to shape higher education for many years to come.  

HO: How does online learning contribute to Harvard's mission of promoting accessibility and inclusion in education, especially for learners who may not have traditional access to higher education?

CB: Online learning levels the playing field for learners in many ways.

Most students think that a Harvard-quality education is out of reach, for a variety of reasons. With online courses, however, learners from around the country and the world can take courses with Harvard instructors at their own pace at a more affordable price point.

Our online courses also typically incorporate a range of multimedia elements, allowing students with different learning styles to flourish. We also ensure that our online learning experiences are accessible to all learners, including those with disabilities. This commitment to inclusivity aligns with the broader goals of promoting equitable access to education.

Lastly, our online courses often include discussion forums and virtual communities where learners can connect and collaborate. This allows for interactions among students from diverse backgrounds and experiences, fostering a sense of belonging and inclusion.  

It’s clear that online learning has a lot to offer everyone, and it’s only getting better. In our next blog in this series, we’ll hear more from Cathy on how institutions can implement online learning modalities effectively. 

If you missed the first blog in this series detailing the future of online learning, you can check out the first blog here . To learn more about Harvard Online, explore our fully online course catalog here .

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Student Services for Online Learners: Admissions Support, Academic Advising, Career Services, and more.

Most universities offer full suites of support services to help students transition to college, manage their studies, and plan for their futures. According to the Western Interstate Commission for Higher Education’s Cooperative for Educational Technologies (WICHE), these programs are vital to learner success. While online students benefit just as much from these programs as their campus-based peers, they rarely access them the same way: logistics and online learners’ unique needs require a different approach. The following guide highlights the types of support services that may be available to online students, how schools typically deliver them, and why they are so important.

The Benefits of Online Student Support Services

Colleges prioritize student support services when designing online courses and degree programs. According to a survey conducted by the Blackboard Institute, more than 75 percent of online program directors link support programs with student success, and nearly 90 percent say they improve college access and outcomes. Drexel University Online President Susan Aldridge, Ph.D., addressed the student service-success relationship during an interview with OnlineEducation.com.

“As we know from experience, students are more likely to succeed when they feel connected to a supportive, inclusive, and academically challenging learning environment. This is particularly true when it comes to online students, who do not have the benefit of a physical campus community,” said Dr. Aldridge. “So in providing them with an online learning experience that not only meets, but exceeds their expectations, we have to create and nurture a virtual campus community that incorporates the support services and systems they need to be successful throughout the student lifecycle – from enrollment to graduation and beyond.”

Other experts who spoke with OnlineEducation.com tend to agree. Dr. Stacey Ludwig-Johnson, associate provost for Academic Services at Western Governors University (WGU), also discussed the importance of student support programs.

“It goes without saying that online programs meet the needs of students that can’t attend on-campus courses due to schedules, location, or even disability,” Dr. Ludwig-Johnson said. “The convenience of online learning, coupled with the opportunity for proactive support from faculty and advisors, really encourages student success.”

Most online colleges offer a range of admissions, academic, financial aid, and many other types of student services. According to Dr. Ludwig-Johnson, these programs are designed to be “delivered remotely and conveniently for the student.” Doing so requires colleges to adapt services to online students’ unique circumstances, including time and geographical barriers. Dr. Patrick Shannon, associate professor at the University of New Hampshire’s Department of Social Work, suggests this personalization may give online students an advantage over those attending campus-based programs.

“We discovered pretty quickly that online students probably receive more personalized attention than students in … traditional face-to-face programs do,” Mr. Shannon told OnlineEducation.com. “In the [online] classroom, much of the interaction is student-student and student to instructor as opposed to an instructor in the front addressing all students at once. Online teaching and advising actually require more contact time than a traditional classroom-only model does.”

The following section explains some of the ways colleges deliver this personal support to students enrolled in online degree programs.

How Online Colleges Deliver Support Services

Designing online courses and degree programs takes time and experimentation at even the largest and most prestigious universities. The same is true for online student support services. Colleges must consider online learners’ goals and lifestyle factors, which often vary distinctly from those of campus-based learners. For example, online students are more likely to require evening and weekend support. How colleges deliver these services to online students is another important concern. Dr. Ludwig-Johnson suggests online colleges take great strides to ensure students can access these programs however, and whenever, they need them.

“We know that our students need access to services at a time that is convenient given their busy schedule, typically during extended hours and weekends, and via the delivery method that fits their needs at the moment,” Dr. Ludwig-Johnson told OnlineEducation.com. “We do our best to provide self-service options for students, but we also have a Student Support Center that is available for calls and responds to student emails and requests.”

Online schools frequently adopt technical solutions to bridge distance between students and advisors. Some colleges deliver support in real time; others use more passive methods of communication. Round-the-clock access is also increasingly common. The following are just some of the tools colleges use to support online students:

These technologies allow colleges to provide a broad range of support services to online students.

Common Support Services for Online Learners

Many online colleges offer a comprehensive suite of student support services to assist learners through all stages of their college careers, from pre-admissions support to post-graduate alumni services. Some of the most common programs are described below, though options and delivery methods vary by school and by program. Online students are encouraged to contact their institutions for a complete list of available services.

Admissions Support

Admissions specialists help students make informed choices about online schools and degree programs. These advisors offer pre-admissions support to prospective students; admitted students can ask them about orientations, course registration, and any additional steps they must complete before beginning coursework. Admissions support programs offer guidance in the following areas:

• Admissions requirements
• Applications processes and deadlines
• Specific online degree requirements
• Support services
• Accreditation status
• State authorization
• Residency requirements
• Financial aid
• Transfer requirements
• Technical requirements and support

Each year online colleges find new ways to work with and support these students. Many universities pair prospective learners with dedicated admissions specialists. A growing number of online programs also host information sessions and orientations online.

Financial Aid Advising

Students must consider how they will pay for college early in the admissions process. Those enrolled in accredited online degree programs through state authorized institutions may be eligible to apply for state or federal financial aid, though funding is never guaranteed . Some schools and third-party sources offer additional grants and scholarships for certain student groups, especially active military service members.

Financial aid advisors guide online students through what can seem like a complicated process. They help them identify relevant financial aid programs, eligibility requirements, and application procedures. Students usually contact financial aid advisors by phone, web chat, or email. Self-service solutions are also common. Among them:

• Web guides clarifying types of aid and how to apply for them
• Information portals for veteran and active military
• Links to state and federal programs
• Online cost calculators
• Interactive budget worksheets
• Searchable scholarship databases

Financial aid support services are often available throughout a student’s studies as funding, eligibility requirements, and options change.

Academic Advising

Academic advisors support students selecting academic majors, specialty tracks, and courses. They also help online students set goals and find the most efficient path to meeting them. Online learners communicate with advisors by phone, online chats, and virtual meeting rooms. Emails and web forms are available during holidays, weekends, and off-hours.

According to Kenneth Chapman, VP of Market Strategy at Desire2Learn (D2), colleges have begun to integrate interactive support tools directly within the online learning environment. These features offer immediate, support 24 hours a day, and let students explore all their options time and again.

“Colleges are starting to adopt these technologies quite quickly,” Mr. Chapman told OnlineEducation.com in an interview. “[D2L has] seen a great deal use tools such as … Degree Compass, which predicts which courses a student should take in a degree program to maximize his or her chances of completing their degree on time, with relevant courses and a high GPA.”

Academic Support Services

Academic advising services help students set learning goals; academic support services help them meet them. Some online students turn to technical solutions for immediate academic support. Leading LMS platforms now use data, assessment modules, and adaptive learning technologies to assess and personalize learning. Many offer simulations and games to reinforce specific skills, concepts, and course material.

While studies suggest these tools deliver better results in less time, many online colleges still provide traditional academic support services like virtual office hours, one-on-one tutoring, and Web-based math and reading centers. For example, WGU pairs online students with dedicated faculty mentors who follow their progress and offer personalized support. These advisors help students establish good learning habits and, in some cases, guide them through difficult coursework.

According to Dr. Ludwig-Johnson, mentors also help students identify and overcome challenges:

“Our mentoring program [partners] a student with an individual faculty mentor from orientation to graduation,” Dr. Ludwig-Johnson told OnlineEducation.com. “When the student’s needs fall outside of the academic support relationship, the mentor and student can turn to internal resources or external resources.”

Technical Support

For online students, technical problems are more than a nuisance: learners unable to access computers or navigate digital learning platforms cannot progress in their programs. Technical support services minimize this risk. Colleges may publish online troubleshooting guides and tutorials, or let students tour LMSes. Some online programs allow learners to borrow or rent laptops. In some cases students can keep their computers so long as they meet certain requirements.

Online colleges may also extend one-on-one technical support to students who need expert advice. They may be able to connect with live support specialists by phone or web chat. Some specialists are available day and night. If not, students can submit off-hour support tickets by form or email. Students who want to learn more about these and other technical support services can usually do so online.

Library Services

College libraries do more than lend books. Librarians teach students how to access digital journals and other research tools, or perform detailed searches on students’ behalf. Many university librarians also manage various technologies and instruct students and faculty in their use. Online colleges offer many of these same services, but through different channels. Students log into virtual libraries to access digital books, e-textbooks, databases, and streaming media. Research consultations and instructional webinars are also common.

Colleges design online library support services to be convenient and easy to use. Online students attending George Washington University, for example, can access support by phone, email, and web chat through a special program called “Ask a Librarian.” They can schedule research consultations through the same means. The University’s library also helps online learners find books and resources through local colleges or, when necessary, ship them directly to online students.

Online library services vary by college. Students who cannot access the right information through these programs can look to open education resources, often called OERs, which are available freely on the Web.

Networking Programs

Networking programs are exceeding valuable throughout, and beyond, online degree programs. They offer students a chance to connect with and seek support from fellow learners, professional mentors and, eventually, an alumni community bound by institutions and their traditions. Online colleges recognize the benefits of these networking programs so, according to Dr. Ludwig-Johnson, ensure students can access them.

“Online colleges use social and professional networking to connect prospective students, enrolled students, and alumni to build learning and support communities,” Dr. Ludwig-Johnson told OnlineEducation.com. “The communities often center around courses, programs, colleges, and special interest groups.”

Student networking can be particularly beneficial to online learners who cannot connect with peers through campus-based courses and activities. Some may never see or speak with classmates directly, especially when enrolled in self-directed degree programs. Virtual networking services offer these students a sense of community. The competency-based College for America (CfA) is one such program. CfA Chief Learning Architect Yvonne Simon told OnlineEducation.com CfA’s peer networking program helps students succeed socially and academically.

“On average, these students complete their degree twice as quickly as students who don’t join, and are much more likely to persist to degree completion,” said Ms. Simon. They achieve these by “asking questions; forming project teams, study and special interest groups; sharing challenges and successes; sharing tips; and providing encouragement.”

Online students can reach out to their institutions’ technology, student affairs, and alumni affairs offices to research networking services available to them. Professional organizations and networking websites may offer additional support.

Military Services

Military service members can face logistical challenges that make campus-based education unmanageable. They might be stationed far away, transferred in the middle of their studies, or have unpredictable schedules. Online degree programs are often flexible enough to transcend these barriers, which can make them an attractive option for members of the Armed Forces considering civilian education. Most colleges offer military- and veteran-specific student support programs to better serve those who serve their countries.

Military and veteran student support services can take many forms. Many online schools have teams of experts who counsel veterans and service members in a range of civilian education benefits —like Tuition Assistance, scholarships, and statewide programs—and how use them wisely. Some institutions offer qualifying military students special grants, scholarships, and tuition benefits, or programs that convert military training units into college credit. Counseling and on-base outreach programs are also common.

Note that military and veteran students can find additional support through government resources, such as on-base education centers and the Department of Veteran Affairs. The American Council of Education (ACE) can also review service members’ records to recommend certain military training and activities for college credit. Thousands of colleges accept ACE credits for transfer, including both online and campus-based programs. Students should review the organization’s ACE Credit College and University Network to identify these military-friendly institutions.

Personal Support Services

For years, colleges have offered students personal services through on-campus health and counseling centers, but the sensitive nature of this support made it difficult to deliver online. This is changing as online learning platforms integrate ever more sophisticated security features to verify students’ identities and protect private information. These innovations allow colleges to safely deliver personal support services to online learners. Strategic partnerships with health and counseling organizations expand students’ options.

For example, WGU is among the growing number of online colleges that offer personal student support services to online learners. According to Dr. Ludwig-Johnson, WGU partnered with an organization called WellConnect that allows students to contact personal counselors, day or night, using a toll-free hotline. Additional programs support new parents and offer consultation services for students seeking legal or financial management advice.

As with other student services, the nature and accessibility of personal support programs can change from one online school to the next. Students can contact colleges or visit them online to learn more.

Internship, Apprenticeships, and Field or Clinical Placement Services

Internships and other practical placements offer students a chance to practice and refine skills learned through coursework. In disciplines like teaching, nursing, and social work, they are often mandatory. Students may also participate in voluntary internships to gain experience and build their resumes. These placements can be especially helpful for online students, who may not have access to labs and other on-site resources.

Many online programs offer placement services to help students identify potential positions and employers near their home communities. Online career and internship databases connect students and employers. For example, Rutgers University offers an online internship and co-op course for academic credit. Dr. James F. Groves, an associate professor of engineering at the University of Virginia who helped establish a program in which students earn engineering degrees online while serving apprenticeships, told OnlineEducation.com that the institution helps students find positions, but cannot guarantee placement.

“I always tell students that securing an apprenticeship is a collaborative venture,” said Dr. Groves. “We will point them in the right direction and assist them during the process, but ultimately they need to prepare resumes and cover letters, learn about companies, and pursue opportunities.”

Prospective students considering online degree programs that require on-site practical training should contact an admissions advisor to learn if and how students secure placements.

Career Services

Career services can support online students in a number of different ways: they might help learners identify and research potential careers; build their resumes; prepare for interviews; or find positions as they near graduation. Among the most common types of career services:

• Career counseling
• Job assessments based on students’ interest
• Career research and planning guides
• Online job boards and searchable databases
• Digital portfolios
• Regional and virtual job fairs
• Resume advising, building, and review
• Interview preparation, including simulations

These services hold tremendous benefits for students, online or otherwise. Unfortunately, according to Dr. Ludwig-Johnson, most students wait too long to take advantage of career support programs, costing themselves precious time.

“It has been our experience that students wait until the last term of their program to seek career support… when we could have helped them build their professional network, research possible careers and potential employers, and build experience in terms of internships or volunteer work along the way,” said Dr. Ludwig-Johnson.

Colleges typically list available career services online for students researching prospective programs. Students who do not research career services before enrolling in online degree programs can contact colleges’ career services offices to learn more about their options.

Alumni Support Services

Colleges and universities may invest heavily in programs and technologies that help online learners feel connected with their peers despite their distance. It is not unusual for this support to extend beyond graduation. Alumni support can deliver social, networking, and professional support. For example, some online colleges offer social groups and networking tools specifically for alumni. They might also provide post-graduate career support, like digital portfolios and career boards, or access to discounted memberships to professional organizations.

One of the newest alumni support trends to emerge is start-up incubation for rising innovators and entrepreneurs. These services go well beyond more traditional career and professional services. Start-up programs help graduates find mentors and collaborate with others in their field. They can also provide dedicated spaces where alumni can prototype their ideas. Online students unable to travel to on-campus start-up centers may still be eligible for other types of support. They can contact colleges’ alumni services offices to clarify their options.

Expert Advice: How to Maximize Student Support Services

Student support services can help online students succeed academically, socially, and professionally. While some advising and mentorship services are integrated into programs, others require students to be more proactive in attaining them. Dr. Ludwig-Johnson advises online students to identify support options early on.

“I would recommend that students look for a dedicated advising or mentoring program so they know where to turn when they need help,” Dr. Ludwig-Johnson told OnlineEducation.com. “I would also suggest that students ask if the other support services, including the IT service desk, are available extended hours and weekends when most online students are studying and might need help navigating the system or dealing with access issues.”

It is important to note that while support services may improve learning outcomes, success requires personal investment as well. CfA’s Yvonne Simon told OnlineEducation.com that students should develop relationships with not only their mentors, but also themselves.

“Invest in the relationship with your [advisor] and yourself,” said Ms. Simon. “You might think spending time on yourself, and reflecting on who you are, is not important or a waste of time. Developing a trusting relationship with your [advisor] is not only worthwhile for completing your degree, but has personal and professional benefits as well.”

Online Education Guide

• Expert Advice for Online Students
• Frequently Asked Questions About Online Education
• Instructional Design in Online Programs
• Learning Management Systems
• Online Student Trends and Success Factors
• Online Teaching Methods
• Student Guide to Understanding and Avoiding Plagiarism

• Find & Compare Programs

Master of Education in School Counseling (online)

Course Schedule

The full-time course schedule below should be used as an example. A part-time option is also available. Contact your admission representative to discuss your specific course schedule. 

Interrogating Systems of Inequity in Professional Practice EDUC 508 2 units

Framing the graduate experience for master’s students. Examining self and field of professional practice in the context of achieving equity.

Introduction to School Counseling EDUC 511 3 units

This course emphasizes the role of the school counselor as a creator of opportunities for children, adolescents and young adults to grow. Students learn to effectively plan, manage and assess school counseling programs that are comprehensive and data driven. They will develop an understanding of the modern school counselor’s role as leader, advocate and collaborator, and the responsibilities and expectations that accompany this role. The course also provides an overview of the key factors affecting educational equity in K-12 schools and how school counselors can increase access to high quality education for all students.

The Counseling Process EDUC 500 3 units

The purpose of this course is to introduce students to the counseling process. In class, students will master basic counseling skills, such as active listening, reflected feelings, empathizing, summarizing and clarifying the issues and concerns of the individuals seeking assistance. Upon completion, students will be prepared to work with actual clients under close clinical supervision or to pursue further advanced clinical training to work with college students.

Legal & Ethical Issues in Counseling EDCO 503 3 units

This course addresses the field of professional ethics and related professional conduct issues and explores legal issues in the fields of counseling and applied psychology. The combination of lectures, seminar discussion, and problem-solving exercises prepares students to develop and maintain a school counseling program by developing in them a professional identity and giving them an understanding of the scope of their responsibilities. School counselors have a responsibility to uphold the standards of their profession, including adherence to ethical standards and practices to protect their clients, and this course helps students fulfill that responsibility.

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Theories in Counseling EDCO 541 3 units

This course immerses students in the major theories of counseling and introduces them to the client conceptualization and treatment techniques of each. Students compare and contrast these theories in terms of their founders and views of human nature and personality, psychopathology, goals, therapeutic strategies, effectiveness, criticisms, multicultural applications and future directions. The rhythm of class lectures, discussion, experiential activities, readings and demonstrations enables students to develop their own theoretical orientations, which will guide them throughout their careers.

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This course presents a theoretical perspective of human development across the lifespan with an emphasis on the K-12 school years. Discussion of typical and atypical development from conception through final life stages focusing on cognitive, physical, social and emotional development is included. Special emphases are placed on theory and research that inform our understanding of human development among diverse populations and in high needs schools. During this course, students will also consider the professional capacity required to work effectively and to provide leadership in work with children and adolescents, as well as young, mid-life and older adults in educational, administrative, social and counseling settings. The course will include exercises in applying lifespan theory to diverse contexts and will include examination of the contextual, environmental and individual factors that influence human development.

Counseling Practicum EDCO 574 2 units

The Counseling Practicum allows students to engage in supervised, individual counseling practice with children, adolescents and families. Students apply the knowledge and techniques honed in previous course work to resolve individual, group and systems level problems. This hands-on experience builds students’ confidence and experience as they prepare to become proficient school counselors. A minimum of 100 hours of fieldwork in an approved public school or agency setting is required for successful completion.

Research Methods and Data Analysis EDUC 570 3 units

This course provides aspiring school counselors an overview of research design so that they can be responsible consumers of research. Students learn to critically analyze and identify credible research studies and practice using the results to enhance their counseling practice.

School Connectedness, Climate & Classroom Management EDUC 608 2 units

This course prepares students to implement comprehensive initiatives addressing school climate in a variety of educational environments. Students learn to manage classrooms, crises and schoolwide climate in ways that promote connectedness between schools and their pupils. Moving beyond a model of discipline and punishment, the course explores contextually relevant approaches to fostering learning-conducive environments. General topics covered include assessing school climate, applying research-based best practices and crisis planning and management.

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The purpose of this course is for candidates to learn practical and theoretical concepts of group dynamics and group counseling. Participants also learn about systematic and interpersonal dynamics, personal communication styles, fundamental group counseling strategies, and group facilitation.

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The purpose of this course is to examine the cultural, socioeconomic, and language factors that may affect culturally differentiated populations and alternative cross-cultural counseling approaches.

Career and College Readiness Counseling EDUC 520 3 units

The purpose of this course is to understand the theoretical foundations of individual and systemic characteristics that impact college and career choices and preparing K-12 students in a variety of learning settings including high needs schools and non-traditional schools.

Collaboration, Consultation, and Assessment EDUC 540 3 units

The purpose of this course is to understand educational and psychological instruments, psychometric concepts, and rationale for the use of instruments in the school counseling setting.

Counseling Fieldwork 1 EDCO 575 2 units

The purpose of the school counseling fieldwork internship is to help students integrate and apply the knowledge and skills gained from earlier didactic study through participation in a series of supervised field placement experiences. This course is designed to prepare students for the role of professional school counselor through the continued pursuit of course objectives in a group and individualized supervision process.

Family Counseling EDUC 543 3 units

Candidates will learn about various family systems theories and use the theoretical frameworks to guide their work as school counselors. Understanding family history, family systems, and family dynamics is key to providing services and support to students in the K–12 environment.

Substance Abuse EDUC 542 3 units

The purpose of this course is to provide candidates the key concepts of substance abuse counseling to assist students in assessing the severity of addiction and the development of appropriate plans for diverse populations in different settings.

Counseling Fieldwork 2 EDUC 575 2 units

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Western Governors University Selects Grammarly as AI Writing Assistance Provider

This joint effort includes the launch of grammarly’s writing score api, enabling wgu students to build critical communication skills to succeed in the modern workforce.

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SAN FRANCISCO—May 21, 2024— Grammarly , the company empowering smarter work for over 30 million people, 70,000 teams, and 3,000 educational institutions, today announced a partnership with nonprofit Western Governors University (WGU), one of the country’s largest providers of online higher education. The partnership addresses the needs of the school’s population of working adult and remote students by providing all students and faculty access to Grammarly’s real-time writing support and Grammarly’s new Writing Score API.

The Writing Score API is Grammarly’s proprietary technology that provides a real-time quality check on any document to support students in submitting their most correct, clear, and engaging writing. The Writing Score API will be available to WGU students later this summer and to the broader education market later this year.

Grammarly has been committed to strengthening everyday writing skills through the productive and responsible use of AI since its founding in 2009. By providing its best-in-class AI writing assistance to all WGU students, Grammarly will help students improve their writing while becoming AI literate, preparing them to communicate effectively and efficiently in their future careers.

“Even in the generative AI–connected workforce, writing is as essential as ever, with knowledge workers spending 19 hours per week on written communication,” said Jenny Maxwell, Head of Grammarly for Education. “To ensure students are prepared to succeed in today’s workplace, they must learn effective writing and editing skills. Grammarly’s partnership with WGU will empower students to improve their writing skills, increase the likelihood of earning a degree, and ultimately maximize their career opportunities.”

With Grammarly’s Writing Score API integrated into WGU’s learning management system, students can upload any written assignment of more than 30 words and get a writing score on a scale of 1–100. This score indicates opportunities to improve spelling, grammar, and syntax, giving students valuable insight to determine whether to make additional revisions with Grammarly or submit as is. The score is based on elements including spelling and grammar correctness, clarity of sentences, variety of word choices, and the tone of the writing.

The feature uses Grammarly’s existing writing score technology—currently only available to customers using the Grammarly Editor—and makes it available in any application. When deployed at scale in higher education, the Writing Score API can serve as a measure of baseline quality for students’ writing, ultimately giving faculty more time to engage with students’ ideas on a deeper level.

“WGU is thrilled to partner with Grammarly and pilot the Writing Score API at scale,” said Debbie Fowler, WGU Senior Vice President, Academic Delivery. “WGU makes higher education

and professional career advancement attainable for everyone by identifying system-wide barriers and investing in solutions to eliminate them. We are excited to embed this in-the-moment feedback into how we teach while our instructors remain student-centric. By incorporating this AI technology, we can provide truly personalized learning and meet students where they are.”

The strategic partnership reinforces the importance of effective communication skills in higher education and beyond. With Grammarly’s AI-powered assistance, WGU students will be better equipped to deliver clear and polished communication in their academic and professional endeavors.

Learn more about Grammarly for Education at grammarly.com/edu.

About Grammarly

Grammarly is the world’s leading AI writing assistance company, trusted by over 30 million people, 70,000 professional teams, and 3,000 educational institutions. From instantly creating a first draft to perfecting every message, Grammarly helps people at 96% of the Fortune 500 and teams at companies like Atlassian, Databricks, and Zoom get their point across—and get results—without compromising security or privacy. Grammarly’s product offerings— Grammarly for Business , Grammarly Premium , Grammarly Free , and Grammarly for Education —work where you do, delivering contextually relevant writing support across over 500,000 apps and websites. Founded in 2009, Grammarly is No. 7 on the Forbes Cloud 100, one of TIME’s 100 Most Influential Companies, one of Fast Company’s Most Innovative Companies in AI, and one of Inc.’s Best Workplaces. Learn more at grammarly.com/about .

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Case Studies

How 3 Community Education Providers Are Boosting Enrollment and Student Satisfaction With CourseStorm

Abigail Green

May 22, 2024

Many organizations offering non-credit courses struggle with a clunky registration system. These systems are often designed for for-credit classes and don’t meet the unique enrollment and payment needs of non-credit education. 

Community college workforce training programs, community health education programs offered by hospitals and healthcare organizations, enrichment classes , or other types of adult education programs often have registration processes that just aren’t user friendly. 

These types of classes come with unique registration needs because:

• Enrichment classes or courses to learn new skills typically don’t require prerequisites
• They don’t earn participants credit hours or credentials
• Non-credit courses are usually open-enrollment self-paid programs

So they don’t need a complex registration system like for-credit degree programs require. But manual processes aren’t a good solution, either. 

Some community ed programs require people to register in person or by phone during certain hours. This can be a big deterrent for busy working adults. 

Some noncredit programs may require people to register in person or over the phone during certain hours, for example, which isn’t possible for a lot of working adults. This also requires time, effort, and even unnecessary frustration for the program’s administrative staff. A poor registration experience can be a big deterrent for busy adults. 

That’s where CourseStorm comes in. Designed specifically for noncredit providers, like those serving adult learners, CourseStorm allows people to register and pay online at any time it’s convenient for them.

One non-credit course provider, in the first 6 months of using CourseStorm, processed almost as much revenue in registrations as the previous 2 years combined. Another customer added an online registration option through CourseStorm and increased enrollments by 316% in the first year .

In this post, we’ll look at how non-credit course registration software like CourseStorm can grow enrollments while improving student satisfaction and automating manual administrative processes. We’ll explore three real-life CourseStorm customers offering adult classes that have used the features of our non-credit course registration software tool to:

• Reduce the administrative burden on staff caused by in-person or phone registration and other manual processes

Is your registration system for non-credit courses complicated and time consuming for students and program staff alike? See how CourseStorm’s impossibly simple online registration software can streamline signups and payment. Try it today! 

Features of non-credit course registration software: What community education programs love the most

At CourseStorm, we work with a lot of organizations that offer non-credit adult classes. Many come to us because: 

• People in the community aren’t aware of their program or able to browse their classes easily

With simple online registration and accessible course listings, here’s how CourseStorm solved their problems and boosted enrollments.

Increased enrollments for non-credit education with online registration: Manchester Community College

Like many community college programs, Manchester Community College’s Workforce Development and Community Education program struggled with a clunky registration system designed for credit classes. It did not meet the unique enrollment and payment needs of non-credit classes. Because of this, the MCC program didn’t use any formal registration system before CourseStorm. Students were required to register in person and pay by cash or check during daytime office hours. 

This was a problem, since their target audience was either busy job searching or looking to improve their skills in a current job. Not allowing students to register for classes outside of business hours and conveniently pay online affected the program’s growth. 

“ When you looked at our audience who were either looking for work or trying to improve their work skills, it just wasn’t convenient for them to have to come to our office to register for a class. Because of this, we missed a lot of people,” said the program director. 

MCC realized they needed a system geared toward non-credit classes if they planned to grow their enrollments.

Since switching to CourseStorm, students are now able to view classes, register, and pay online whenever it’s convenient for them . The system is more user-friendly for administrators, too, saving them both cost and time. 

MCC has been using CourseStorm to manage its online catalog and registration system for several years now. The program has increased the number of overall registrations and early enrollments. These features also helped increase student satisfaction — giving MCC a strong positive presence in their New Hampshire community.

Improved customer satisfaction and freed up staff time: Shasta College Community Education and Business Training Center

Managing non-credit class registration was a challenge for Shasta College in California. They offered a diverse catalog of community courses, but it was difficult for learners to find classes — students had to scroll and scroll until they found a class that was of interest. 

The college got complaints from frustrated customers that they couldn’t find the courses they wanted to register for. These calls were time-consuming, and disheartening, to staff. “Last year I had one customer call and complain that our registration system was so difficult to use that she said, ‘Now I remember why I quit taking your classes.’ It wasn’t the only complaint, and it’s what prompted me to seek out a new system,” said the program coordinator.

Additionally, with no way to add images to grab a student’s attention, their online course catalog felt plain, uninspiring, and unwelcoming. Another administrative hurdle was that instructors had to rely on program staff for access to information. 

Implementing CourseStorm has helped streamline Shasta’s entire class registration process. The image-rich online catalog allows students to browse and find classes of interest effortlessly, and its three-click registration is quick and straightforward, so fewer students call with issues. Unlimited admin user accounts, improved data entry, and instructor accounts are just a few of the things making life easier. And CourseStorm’s customer success team is available to answer questions and provide assistance whenever it’s needed.

Within the first few months, Shasta College Community Education and Business Training Center noticed a big difference in the amount of time they saved not having to help students with registration via phone and manually entered registrations. 

Instructors are now able to self-manage their classes, cutting out the middleman and freeing up admin staff to focus on more significant projects, like program growth and innovation. Overall, managing registrations, classes, and students is much more streamlined with CourseStorm. 

Increased awareness and enrollments to save a struggling program: Sacopee Valley Adult Ed

The Sacopee Valley Adult Ed program is located in a small, rural community in Maine. The dedicated staff provides a variety of non-credit adult and community education opportunities to a large district, but before CourseStorm the program was struggling and considering closing. 

Without a website or online course catalog, it was difficult for Sacopee Valley to promote upcoming classes — the team had to rely on printed brochures and word of mouth. The program was struggling with low (and sometimes no) enrollments. 

Like many non-credit course providers, Sacopee Valley also struggled with an inefficient registration system that was inconvenient or even inaccessible for interested learners. For years, students had been required to register in person and pay by cash or check. 

A large part of a non-credit education program’s success is based on its online presence. Even though some skeptics were unconvinced that the smaller, more rural community of learners at Sacopee Valley would respond to online registrations, they were mistaken. The adult ed program built an online class registration site using CourseStorm with a user-friendly, online interface for both registrants and administrators. It was an easy transition, and in only one year, the program saw results.

Even if learners are not tech savvy, CourseStorm is easy for them to use and has helped increase student satisfaction. Half of their learners have used the website to register for classes and enrollments grew over 316% that first year. CourseStorm’s streamlined online payment system gives students convenience and more options when it comes to paying for courses, like friends and family signups, promo codes, and early-bird discounts. 

“CourseStorm helped our program survive,” said the director of adult ed. “It really gave our program a new lease on life.”

See What CourseStorm’s Non-Credit Course Registration Software Can Do for Your Adult Education Program

Many programs offering non-credit courses, such as community colleges, adult education or continuing education programs, struggle with registration. Maybe students and staff are frustrated and overwhelmed by manual processes like in-person and phone registration. Or programs are trying to make a system intended for credit classes work for non-credit offerings like continuing ed and enrichment classes. 

For non-credit course providers that want to give learners a streamlined registration experience, CourseStorm is an ideal solution. Automated registration and payment functions empower registrants to sign up when they want, taking the burden off program staff. And user-friendly features like attractive online course listings, payment plans, waitlists, promo codes and more make CourseStorm a win-win for both students and program administrators. 

Abby has overseen content development for higher education degree programs related to education, technology, business, and healthcare. One of her first jobs after college was working with children’s programs for the Walters Art Museum in Baltimore, Maryland. She is an experienced and versatile writer and editor whose work has been published by Johns Hopkins, the University of Baltimore Alumni Magazine, and The Chicago Tribune.

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