Chapter 17 Remote Academic Advising for Colleges and Universities

A New Model

In: Handbook of Research in Online Learning
Authors:
Charles Xiaoxue Wang
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,
Michael Houdyshell
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, and
Ying Xie
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Type:
Chapter
Pages:
413–433
DOI:
https://doi.org/10.1163/9789004702813_017

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Abstract

Since the COVID-19 pandemic, university academic advisors have been forced to communicate remotely with their students using synchronous communication technologies (e.g., Microsoft Teams, Zoom, Google Meets, and Canvas Conference). This practice introduces remote academic advising (RAA). RAA practice created multiple challenges for both students and academic advisors and significantly increased the use of online technologies, which became a part of the “new norm” in academic advising post-COVID-19. As a crucial student support service, academic advising refers to the event where an institutional representative (academic advisor) “gives insight or direction to a college student about an academic, social, or personal matter” (Kuhn, 2008, p. 3). Using synchronous communication technology for RAA is a favorable choice for students and academic advisors because of its flexibility in accommodating student needs and rich communication and interactions to enhance advising effects. RAA needs further exploration to leverage its full power as a new model. Based on research findings, this chapter establishes a new academic advising model: RAA. The chapter also describes RAA by its functions, characteristics, and suggestions for effective RAA practice. Thus, this chapter contributes to the theoretical understanding and effective practice of RAA, which is increasingly used in many colleges and universities to support student learning and success.

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Cover Handbook of Research in Online Learning
E-Book ISBN:
9789004702813
Publisher:
Brill
Print Publication Date:
25 Sep 2024
Front Matter
Chapter 1 Lessons Learned in Conducting a Systematic Review in Online Learning
Chapter 2 The Study of Adult Learners in Distance Education
Chapter 3 Theories and Models to Frame, Inform, and Stimulate Online Learning
Chapter 4 What We Know about Online Teacher Education
Chapter 5 A Responsive, Consultative Professional Development Model for Online Engagement
Chapter 6 Active Learning by Design
Chapter 7 An Integrative Review of Adult Learners’ Informal Learning in Online Settings
Chapter 8 Metatextual Dimensions of Multimodal Literacy Engagement
Chapter 9 21 Years of Worldwide Learning Online
Chapter 10 A Critical Review of Two Automated Adaptive Teaching Systems in Mathematics and Chemistry
Chapter 11 Automated Analysis and Visualization of Online Learning Experiences and Engagement
Chapter 12 Evidence-based Practices for Developing a Community of Inquiry
Chapter 13 Pre-service Teachers’ Preparation for Teaching Online
Chapter 14 Micro Investment, Big Reward
Chapter 15 Selecting Media and Methods to Facilitate Blended Learning
Chapter 16 The Impact of Digital Learning on Racially Minoritized and Poverty-Affected College Students
Chapter 18 Online Mentoring in the Digital Age
Chapter 19 Mental Fatigue in Online Learning
Chapter 20 Analysis of Patterns in Time for Evaluating Online Instruction
Chapter 21 The Difference between Emergency Remote Teaching and Online Learning
Chapter 22 Exploring the Impact of E-Texts on Student Learning in Online Education
Chapter 23 Supporting AI-Enhanced Active Online Learning Experiences
Chapter 24 Student Perceptions of Learning with Instructional AI Assistance in Online Discussions
Chapter 25 Gamification for Higher Education Applications
Chapter 26 Developing a Quality Assurance Approach for an Online Professional Military Education Institution
Chapter 27 Skills for Student Success in Online Learning
Back Matter

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