Virtual Academic Advising in Challenging Times

2020 ◽  
pp. 184-196
Author(s):  
Georgina Argüello
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Academic Advising ◽  
Colleges And Universities ◽  
Academic Advisors ◽  
Education Students ◽  
Technology Tools ◽  
New Learning ◽  
Technology Applications ◽  
Definition Of

With the rapid shift to remote learning because of the pandemic, the academic advisors of colleges and universities had to adapt and change some of the ways they were advising the traditional higher education students. In this new normal, where social distance needs to be present and non-traditional education takes precedence in the learning environment, academic advisors had to rapidly adjust and use different technology tools of virtual advising. Over the past few years, colleges and universities that offer distance education programs have been struggling in engaging and retaining their non-traditional online learners. However, with the pandemic, these institutions may encounter the challenge of not only retaining the non-traditional students but also, the new distance learners. Therefore, academic advisors will need to use creative ways of providing advising services in this new learning environment. Many studies have demonstrated that virtual advising has been helpful to aid the distance education students. Virtual advising uses different technology applications and platforms. Using it correctly can help students and advisors with the registration cycles and with any other concerns the students may have. In this chapter, the author explains academic advising and the role of an advisor, the definition of virtual advising, the importance of combining the different approaches of academic advising into virtual advising, and the different technology tools that can assist academic advisors when doing their job of supporting the students in the new learning environment.

scholarly journals Trust: A Process and an Outcome in an Audio-Teleconferencing Learning Environment

2013 ◽  
Vol 23 (1) ◽  
Author(s):  
Judith Buchanan ◽  
Judith MacIntosh
Keyword(s):  
Distance Education ◽  
Nursing Students ◽  
Learning Environment ◽  
Developmental Process ◽  
Educational Opportunities ◽  
Education Students ◽  
Experience Teaching ◽  
Teachers And Students ◽  
Challenging Question ◽  
Education Nursing

If trust is critical in relationships between teachers and distance education students, then how do teachers facilitate trust? This particularly challenging question arose from our experience teaching distance education nursing students who were continuing their education through the medium of audio-teleconferencing. Although audio-teleconferencing has the advantage of allowing students to stay in their own communities while accessing educational opportunities, we believed that it complicates the development of trusting relationships between teachers and students. In a qualitative study, students were asked to provide their perspectives on factors that facilitate trust within this distance education learning environment. Their responses indicate that, within the context of the learning milieu, trusting is construed as a developmental process, and through this process, trust in the learning, in the curriculum, and in one's co-learners occurs.

Solution-Focused Advising with the Undecided Student

2002 ◽  
Vol 22 (1) ◽  
pp. 76-84 ◽  
Author(s):  
Jennifer Mayhall ◽  
James E. Burg
Keyword(s):  
Academic Advising ◽  
Goal Achievement ◽  
Academic Advisors ◽  
Definition Of ◽  
Solution Focused ◽  
Solution Focused Therapy

Solution-focused advising integrates solution-focused therapy with academic advising. Solution-focused therapy is apsychotherapeutic method that emphasizes the importance of strengths and goal achievement overpathology. The model is based on the positive presuppositions that change is always occurring and that clients can promote change through small steps from a perceived problem toward a goal. Academic advisors can apply solution-focused therapy to students who are undecided about a career major. A definition of an undecided student is presented as well as case samples that demonstrate solution-focused techniques in advising.

scholarly journals Emergency remote learning acceptance among higher education students during COVID-19 pandemic

2021 ◽  
Vol 39 (2) ◽  
pp. 325-347
Author(s):  
Amila Pilav-Velić ◽  
Hatidža Jahić ◽  
Jasmina Okičić ◽  
Jasmina Selimović ◽  
Elvedin Grabovica
Keyword(s):  
Higher Education ◽  
Digital Transformation ◽  
Education Students ◽  
Factors Affecting ◽  
Knowledge And Skills ◽  
Personal Innovativeness ◽  
Attitudes Towards Technology ◽  
New Learning ◽  
Technology Applications ◽  
Remote Learning

The current study investigates how attitudes towards digital transformation and personal innovativeness affect the acceptance of emergency remote learning in the COVID-19 pandemic environment. The pandemic has affected all aspects of societies across the globe, including higher education that was also a significant push-up factor for the digital transformation of higher education. Thus, the main aim of this paper is to investigate the factors affecting emergency remote learning acceptance among the higher education students in Bosnia and Herzegovina (BiH). The results presented in this paper gained from a study carried out among higher education students in BiH cover the period of April – July 2020 via the open-source platform. The study focused on the students’ attitude towards a digital transformation is a significant factor in accepting emergency remote learning. Also, the personal innovativeness score has proven to be a crucial factor for adopting this new learning setting, i.e., more innovative students have a greater emergency remote learning acceptance than students with a lower personal innovativeness score. Hence, this study pinpoints the necessity of changing the attitudes towards technology applications in education. It would increase the usage of remote learning services and provide students with knowledge and skills for the new labour market

Advisors as Interaction Designers

2012 ◽  
Vol 32 (1) ◽  
pp. 12-17 ◽  
Author(s):  
Pamela Shockley-Zalabak
Keyword(s):  
Academic Advising ◽  
Interaction Design ◽  
Disruptive Innovation ◽  
Annual Conference ◽  
Academic Advisors ◽  
Academic Advisor ◽  
University Of Colorado ◽  
Convention Center ◽  
Definition Of

Pamela Shockley-Zalabak, Chancellor, University of Colorado Colorado Springs, gave the following speech at the 2011NACADA Annual Conference October 3, 2011, at the Colorado Convention Center in Denver. She provides an overview of changes affecting U.S. higher education, commentary on how those changes affect the role of the academic advisor, and the importance of helping students achieve life goals. She encourages academic advisors to embrace a broad definition of the academic advising profession and to lead change and innovation on campus. She relates personal teaching experiences, including her first instructor job at a federal prison, a chance meeting of a young woman who exemplifies today's college student, and the imperative that academic advisors engage in “disruptive innovation and interaction design” to better serve students.

The Utility of Liberal Education: Concepts and Arguments for Use in Academic Advising

2011 ◽  
Vol 31 (1) ◽  
pp. 5-13 ◽  
Author(s):  
Matthew M. Rust
Keyword(s):  
Academic Advising ◽  
Liberal Education ◽  
Conceptual Knowledge ◽  
Colleges And Universities ◽  
Academic Advisors ◽  
Practical Applications

Liberal education remains a mystery to many of the students enrolled in colleges and universities. Academic advisors, standing at the crossroads of the various curricular and cocurricular experiences that make up a student's liberal education, should be prepared to help students recognize the coherence of their education. This article provides advisors with conceptual knowledge and practical applications for guiding students toward an understanding and appreciation of liberal education. Specifically, I define liberal education and examine the goals associated with it, answer the critic who claims liberal education should not serve as a means to other ends, and provide five arguments for academic advisors to use in persuading students of the utility of liberal education.

scholarly journals Distance Education Students’ Cognitive Flexibility Levels and Distance Education Motivations

2020 ◽  
Vol 6 (4) ◽  
pp. 638
Author(s):  
Yasemin Bertiz ◽  
Aslıhan Kocaman Karoğlu
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Cognitive Flexibility ◽  
Internet Usage ◽  
Computer Usage ◽  
Education Students ◽  
Study Results ◽  
Distance Learning Environment ◽  
Turkish Language

This study was conducted to examine the relationship between distance education students’ cognitive flexibility levels and their distance education motivations. In the study, cognitive flexibility levels and distance education motivations were also investigated in terms of several variables (gender, age, computer and internet usage time, time spent weekly in distance learning environment and frequency of participation to synchronized classes). The participants of the study consisted of 615 students enrolled in the Turkish Language course which is carried out at a private university in Istanbul. Cognitive Flexibility Scale (Altunkol, 2011) and e-Learning Motivation Survey (Yıldırım, 2012) were employed for data collection. Study results revealed that there is a low level of positive relationship between cognitive flexibility levels of distance education students and their distance education motivations. Time spent in distance learning environment and the frequency of participation to synchronized classes are found as the factors that affect students’ distance education motivation. Computer usage time is found as the only factor that affects students’ cognitive flexibility level. There is not a significant relationship found between gender, age and internet usage time for cognitive flexibility and distance education motivation.

Enhancing the learning environment for distance education students

2001 ◽  
Vol 22 (2) ◽  
pp. 232-244 ◽  
Author(s):  
Mary Graham ◽  
Helen Scarborough
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Education Students

scholarly journals Multimedia based enhancement of the science of oenology in the distance education learning environment

2003 ◽  
Vol 19 (3) ◽  
Author(s):  
Paul K. Bowyer ◽  
Christopher L. Blanchard
Keyword(s):  
Distance Education ◽  
Chemical Analysis ◽  
Learning Environment ◽  
First Year ◽  
Education Students ◽  
Learning Resource ◽  
Effective Learning ◽  
Resource Enhancement ◽  
University Course ◽  
First Year University

Multimedia has been investigated regarding its utility as an enhancement mechanism, primarily for distance education students in the first year university course Wine Science 1 at Charles Sturt University. The resource consisted of a series of QuickTime movies outlining oenological chemical analysis experiments to be conducted during the block teaching, on campus portion of the course. They were created using Apple Computer’s iMovie software and were delivered via CD as a new component of the print based materials package commonly used in distance education supported courses. 80% of the students were able to make use of the multimedia files to prepare for the practical component of the course before on campus attendance. When surveyed regarding the value of this learning resource enhancement, the vast majority of these students agreed that effective learning, understanding and, notably, relaxation were all significantly enhanced.

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