Advising online PowerPoint.

1. Academic Advisement in the Online
Environment
Robin McDaniel
ADE6265

2. 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

3. 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.

4. Significance
Ensure Effectivemess
Effective 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 Success
Academic 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 Connections
Many 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

5. 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 districts
Counselors 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.

6. 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).

7. 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.

8. 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.

9. 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