Helping Distance Studentsthrough

Learning-Centered Advising

Region 8 NACADA ConferenceMay 1, 2013

Jean L Crowe Program Administrator - Science

Kristin Webb Program Advisor – Health Science & Technology

Thompson Rivers University – Open Learning

Kamloops BC

• 29,230 course takers

• 83% in BC• 4% international• Average of 1.5

courses per year each

• Average of 2.2 courses per year

for program students

1. Online learning today in the US and Canada

2. Past research on distance advising

3. Summary of Smith and Allen’s presentation 1. Learning-centered advising vs. more traditional

approaches 2. Five domains of quality advising that their eight

measurable learning outcomes were based on

4. The TRU Open Learning experience• Relate Smith & Allen’s five domains of quality advising

to best practices in the distance learning modality• Discuss the differences between their findings and

implications for practice to our experiences with distance learners

5. Future directions for advising learning research and assessment

Agenda

1. Overview of Online Learning

Changing Course: Ten Years of Tracking Online Education in the United States (2012)

by Babson Survey Research Group

6.7 MILLION

Online Learning in Canada: At a Tipping Point, A Cross-country Checkup 2012 by Contact North

Close to ONE MILLION?

Increase in online programs

Challenge: Retention Rates

Advising can help!

2. Review of past research on distance learning 1998 - Curry et al 2003 – Ludwig & Duncan 2004 and 2012

St Joseph’s College•Lorenzetti •Cochrane

Academic Advising 1998Curry, Baldwin and Sharpe “Academic Advising in Baccalaureate Distance Education Programs”potentially important service for distance program studentssignificant likelihood that students will develop a personal relationship

Recommendations: 1. Develop personal relationships

2. Be approachable and personable

3. Have ready access to procedures, policies, regulations, referral numbers to other departments

4. Evaluate advising processes and advisors regularly

Scaffolding for Success 2003Ludwig-Hardman and Dunlap. “Learner Support Services for Online Students: scaffolding for success”

Proactive Advising 2004

St Joseph’s College of Maine:“Advising clearly impacts student retention”“mentoring invaluable”80% of students reported a very good or excellent advising experience (2001)These advisors contact pro-actively students early and continuously

Proactive Academic Advising 2012

St Joseph’s College of Maine:Develop meaningful relationships early Set clear expectations about what successful online study involves Help students integrate their student life with their family life Identify and fix study skills issues Develop flexible policies for students

Smith & Allen:Advising-Learning Defined advising-learning as “the

learning that must occur” Differentiated learning-centred from

traditional advising (prescriptive, developmental)

Developed Eight Learning Outcomes for a study to measure students’ advising knowledge and values, in nine inst in OR

Based on the Five Domains of Quality Advising

3. Smith & Allen’s Research Five Domains of Quality Advising

Findings & Implications for Practice (Smith & Allen) Both types of institutions need to

make concerted efforts to ensure that Students know where to go to get help

with problems Students are hooked up to a caring and

helpful person at the institution Students know how things work at their

institution with regard to timelines, policies, and procedures

4. The TRU Open Learning Experience: 5 Domains

Three Advising Content Domains

1. Integration with life goals2. Referrals for Help- where to go?3. Info required- Policies on website clear for

exams, appeals, etc. - The program plan

DegreeWorks

a Web-based tool for students to monitor their academic progress toward degree completion

allows students and their advisors to plan future academic coursework

http://degreeworks.tru.ca:9080/

TRU Program Plan

5 Domains

4. Individuation- Personal plan - Caring individual(s)

Two Advising Pedagogy Domains

5. Shared Responsibility

5. Next Steps: Research on Advising Learning for distance

students

Table Discussion on Shared

Responsibility1. Are most students are aware of challenges of distance program and courses?

2. Does your institution have enough advisors to lead students into taking responsibility?

3. Do students know what questions to ask their advisor, and ask them?

4. Will students actually learn from being helped and being told what to look for?

5. Biggest challenge is retention. Will advising- learning and shared responsibility lead to success?

References1. Babson Survey Research Group, Quahog Research Group, LLC, and

The Sloan Consortium. “Changing Course--10 Yrs of Tracking Online Education in the U.S.” (2013). http://www.onlinelearningsurvey.com/reports/changingcourse.pdf

2. Cochrane, Paul. “Proactive Academic Advising: Bringing The Personal Touch To Online Education”. (2012) 7.01.The EvoLLLution. http://www.evolllution.com/community_programs/proactive-academic-advising-bringing-the-personal-touch-to-online-education/

3. Contact North. “Online Learning in Canada: At a Tipping Point .. in Canada.” (2012). http://www.contactnorth.ca/sites/default/files/pdf/innovation-practices/onlinelearningincanadareport_june_12_2012.pdf

4. Curry Robert F., Roger G. Baldwin, and Martha Smith Sharpe. "Academic

advising in baccalaureate distance education programs." American Journal

of Distance Education 3.12 (1998):42-52.

5. CVU. “Online University Education in Canada: Challenges and Opportunities. “ (2012) Retrieved from http://www.cvu-uvc.ca/Online%20University%20Education%20%20jan17%202012.pdf

6. Feghali, T., Zbib, I., & Hallal, S. “A Web-based Decision Support Tool for

Academic Advising.” Educational Technology & Society, 14.1 (2011). 82–94.

References (con’t)7. Lorenzetti, J. P. “Proactive Academic Advising for Distance Students.”

Distance Education Report, 10.15 (2004). 5-6.

8. Ludwig-Hardman, S., and Dunlap, J. C. (2003). Learner Support Services for Online Students: scaffolding for success. The International Review of Research in Open and Distance Learning, 4(1). Retrieved April 8, 2013 from: http://www.irrodl.org/index.php/irrodl/article/view/131/211

9. Smith, C. and Allen, J. "Essential functions of academic advising: What

students want and get." NACADA Journal 26.1 (2006): 56-66.

10. Smith, C., and Allen J. “Does Contact with Advisors Predict Advising

Learning Outcomes? A Multi-Institutional Study.” Presentation at National

NACADA Conference. 10/5 (2012). Yarbrough, D. “The engagement model for effective academic advising with

undergraduate college students and student organizations.” The Journal of

Humanistic Counseling, Education and Development, 41.1 (2002). 61-68.

Yarbrough, D. “The engagement model for effective academic advising with undergraduate college students and student organizations.” The Journal of Humanistic Counseling, Education and Development, 41.1 (2002). 61-68.

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