Academic Advisement in the Online Environment

Robin McDanielADE6265

Introduction

•Higher education must meet population necessities

• Rapidly growing segments of adult education is online learning

• Students may lack “connectedness”

•Need for stronger programs

• Program structure and understanding of students is critical

Background

• “Few experiences in students' post-secondary career have as much potential for influencing their development as does academic advising” (NACADA, 1994, p. 85).

• Students may get lost in the shuffle of an often overwhelming barrage of academic requirements

• How students perceive online learning may affect academic initiative

• Lack of adequate academic advisement services may lead to poor student perception online education, and result in decreased academic success.

Significance

Ensure EffectivemessEffective academic advisors may act as the first line of defense in helping students attain their educational goals in both the in-

school and online classroom.

Fully online students may not have the same access to academic advisement services and may suffer from a sense of disconnection that can lead to negative social and academic

consequences

Create SuccessAcademic advising is key to the success and retention of college

students (Pascarella & Terenzini, 1991).

Academic advisement in higher education may increase student success, and in the online environment, effective advisement

may be even more critical.

Develop ConnectionsMany students report feeling socially disconnected when

participating in an online course of study (Slagter van Tryon, P., & Bishop, M., 2012).

Growth of online learning, there comes a need for academic advisement to develop the knowledge and skills to help

students formulate connections

Studies

North Carolina A&T State University Found that a lack of preparation is one of the main factors that can lead to student difficulties or withdrawal. The study determined that many students who experienced academic problems did not seek assistance, and those who did seek assistance found academic advisement services ineffective (Chen & Anwar, 2007).

California community college districtsCounselors feel that student needs cannot be met with online advisement alone (Smith, 2009).

The perception of the ineffectiveness of academic

advisement by both faculty and students may undermine the

core mission of online academic advisement.

Recommendations• Advisement services are not only useful for class scheduling, but

might also serve as an opportunity for motivate and mentor students in the online environment

• tethering may work to encourage interactions of previously disconnected units (ie., administration, advisement, faculty and students), to create a fixed unit that is capable of cooperating to form a body of useful knowledge.

• Create learning communities:

1) Organize smaller groups of students and faculty

2) assist students in forming networks of social support

3) provide a venue for socialization that suits the anticipation of the profession (Schaumleffel, 2009).

Online Tools

• In the online environment, faculty might engage students using online learning systems.

• Online management learning systems (OLMS) such as Blackboard and WebCT are capable of being adapted for advisement purposes (Schaumleffel, N. A. 2009).

• These platforms can be utilized to create learning communities that help institutions form social networks of support for students.

• Blogging, discussions and other interactive activities that are assimilated into existing platforms may be underutilized by academic advisors and other facilitators in online courses.

Discussion• Use non-traditional advisement methods to connect with students

• Academia might consider integrating into their curriculum include social networking, video, virtual reality and gaming

• Non-traditional students might benefit from “concierge” advisement

• Concierge is more personalized and career oriented

• Academic advisement in the online environment is an area of educational services that needs to constantly reflect and evaluate to maintain effectiveness.

• Academic advisement services need to stay abreast of new technologies that enable them to connect students to relevant services that will help them attain academic and career success.

References• Habley, W. R. (2004). The status of academic advising: Findings from the ACT sixth annual survey. (NACADA

Monograph Series No. 10). Manhattan, KS: National Academic Advising Association.

• NACADA. (1994). NACADA Statement of Core Values of Academic Advising. Retrieved from NACADA Clearinghouse of Academic Advising Resources Web site: www.nacada.ksu.edu/Clearinghouse/Research_Related/corevalues.htm

• Schaumleffel, N. A. (2009). Enhanced academic advisement with online learning management systems. Schole: A Journal of Leisure Studies and Recreation Education, 24, 142+.

• Shapiro, N. S., & Levin, J. H. (1999). Creating learning communities: A practical guide to winning support, organizing for change and implementing programs. San Francisco: Jossey-Bass.

• Slagter van T., P. & Bishop, M. (2012) Evaluating social connectedness online: the design and development of the Social Perceptions in Learning Contexts Instrument, Distance Education, 333(3), 347-364. Retrieved from http://www.tonybates.ca/2012/12/19/distance-education-journal-november-2012-edition/#sthash.GpodSPdR.dpuf

• Smith, M. (2009). Questions and perceptions: An investigation of community college counselor performance expectations of students utilizing online advisement. (Unpublished PhD). University of California, Ann Arbor, United States.

• Targeted News Service, (2012). Online adult learning program secures funding to enable innovative career advisement. Targeted News Service. {Wire Feed}. Washington, D.C. Retrieved from http://ezproxy.fau.edu/login?url=http://search.proquest.com.ezproxy.fau.edu/docview/1034116607?accountid=10902