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Academic advising inbaccalaureate distanceeducation programsRobert F. Curry a , Roger G. Baldwin b & MarthaSmith Sharpe ca Coordinator for Corporate Sites and Advisor atOld Dominion University , Room 346 TechnologyBuilding, Norfolk, VA, 23529 E-mail:b Associate Professor in the School of Education ,College of William and Mary , Williamsburg, VA,23185c Director of Institutional Research and Planning ,Old Dominion University , New AdministrationBuilding, Norfolk, VA, 23529Published online: 24 Sep 2009.

To cite this article: Robert F. Curry , Roger G. Baldwin & Martha Smith Sharpe(1998) Academic advising in baccalaureate distance education programs, AmericanJournal of Distance Education, 12:3, 42-52, DOI: 10.1080/08923649809527004

To link to this article: http://dx.doi.org/10.1080/08923649809527004

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THE AMERICAN JOURNAL OF DISTANCE EDUCATIONVol. 12 No. 3 1998

Academic Advising in BaccalaureateDistance Education Programs

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

Abstract

This study analyzed current academic advising practices of distanceeducation programs. The following practices were analyzed: advi-sor-student communication, delivery systems, support or referencematerials, required occasions for academic advising, group advis-ing, and evaluation. A survey was used to collect data that yieldeddescriptive statistics on advising practices in distance education.Institutions selected for the sample had at least one baccalaureatedegree program available at a distance using electronic delivery ofinstruction. Frequently reported advising practices included com-municating by telephone, using faculty advisors, and providingadvisors with academic planning worksheets. The study concludeswith recommendations for implementing academic advising intodistance education programs.

Introduction

As educational technology has increased in complexity and becomemore widely adopted, distance learning programs have proliferated(Toby Levine Communications 1992). Students now have the opportuni-ty to obtain baccalaureate degrees in which the majority of courseworkis obtained at a distance through electronic means of instruction. Thisstudy identifies current academic advising practices in these distanceeducation programs. The article addresses the following issues: advisor-student communication, types of advisors, support materials provided toadvisors, occasions when advising is required, group advising methods,and methods and frequency of advising evaluation.

Because students in distance education courses are typically overtwenty-five years old and employed (Peterson's Guides 1993), the litera-ture on academic advising for adult students is relevant. In a study ofmale students twenty-five years of age or older, Brown and Robinson(1988) found that advising services were more frequently used by stu-dents who continued enrollment than by those who eventually droppedout. Contact with an academic advisor also had a significant positive

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effect on retention of male and female adult students (Shields 1994). In asurvey of students over age twenty-five at a medium-sized southern uni-versity, 66% of students indicated that they needed more information onlong-range course offerings to plan a schedule compatible with theirmultiple responsibilities (Ryder, Bowman, and Newman 1994). Anotherstudy (de Freitas and Lynch 1986) focused on retention in distance edu-cation courses at a university in Venezuela. De Freitas and Lynch foundthat course completion rates improved after academic advising assis-tance to students was increased. This study and the previous threestudies on adult students all indicate that academic advising is a poten-tially important service for distance education students in the UnitedStates.

When the research for this article began, only three studies focusingon academic advising for distance programs in the United States wereidentified. Beitz (1987) looked at academic advising in distance graduatelibrary science programs. In a majority of these programs, students wereencouraged to come to the main campus for academic advising, butadvising by telephone was also available. Another study (Fornshell1993) described academic advising in the graduate Computer and Infor-mation Sciences program at Nova University where advising isconducted through an online electronic classroom. Finally, Trent (1993)studied academic advising for the Statewide Nursing Program of Cali-fornia State University. Academic advising in this program occurredthrough telephone conversations with faculty advisors.

American College Testing (ACT) conducted four national surveysbetween 1979 and 1993 to provide data on advising practices (Habley1993). However, advising for distance education students was notaddressed in these surveys. The present study was designed to inform thehigher education community of the status of academic advising in bac-calaureate distance education programs.

Methodology

Data were collected through a survey developed for this study. Manyitems on the survey were adapted with permission from the ACT FourthNational Survey of Academic Advising (Habley 1993). Additional itemsdealing with specific issues for distance education were incorporatedinto the survey. After a pilot study was conducted at Old Dominion Uni-versity, questions that were identified as ambiguous or misleading weremodified. In addition to providing descriptive statistics, the survey

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yielded qualitative data since respondents could write additional infor-mation on any item.

Main study participants were identified through Peterson's 1996Guide to Distance Learning. The sample consisted of all institutions list-ed in the guide that met the following criteria: 1) at least onebaccalaureate degree program at a distance using electronic means, ofinstruction is offered and 2) the main campus is located in the UnitedStates. Eighty-nine surveys were mailed to institutions that met these cri-teria.

There were three follow-ups for nonrespondents. The first was doneby e-mail or post (if an e-mail address was not available), the secondwas by telephone, and the third follow-up was another mailing of thesurvey. Seventy-three of the surveys were ultimately returned and usedin the analysis for a response rate of 82%. A single representative at eachinstitution completed the survey. These representatives had the followingtitles: Director/Coordinator of Distance Education (49%), College Deanor Department Chairperson (10%), Academic Advisor (9%),Director/Coordinator of Advising (4%), Vice President/Dean of Academ-ic Affairs (4%), Director of Counseling (1%), Vice President/Dean ofStudent Affairs (1%), and Other (21%).

These administrators and advisors also provided demographic infor-mation on their institutions' distance learning programs. Further,Peterson's Guide to Distance Learning (1996) provided information onthe widest geographical region for which institutions had courses av.'iil-able and the primary (target) audience. For institutions participating inthe present study, the primary audiences for distance courses were:local—city, county, district (7%), in-state (58%), multi-state (10%),nationwide (19%), and global (7%).

Survey Results

Results of the survey include data on the following advising practicesin baccalaureate distance education programs: advisor-student communi-cation, delivery systems, support or reference materials, requiredoccasions for academic advising, group advising, and evaluation. Demo-graphic information provided by program administrators and advisors isalso reported.

The demographic information included two indicators of programsize. The number of courses available at a distance in the participatingbaccalaureate degree programs was: 1 (28%), 2-3 (40%), 4-6 (17%),

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7-10 (6%), and 11 or more (10%). The number of students enrolled inundergraduate distance education courses at the institutions was: 1-100(28%), 101-500 (36%), 501-1000 (17%), and 1001 or more (19%).

The survey also included demographic information on the media usedto deliver instruction. The following results indicate the percentage ofinstitutions that ranked each type of delivery option among the top threemost frequently used media: videoconferencing (61%), vidéocassette(58%), computer conferencing out of real-time (43%), television trans-mission (21%), computer conferencing in real-time (13%), andaudiographics conferencing (5%).

Advisor-Student Communication. As shown in Table 1, real-time tele-phone conversations were the most frequently used means ofcommunication between advisors and distant students. Fifty-five percentof the institutions ranked these conversations as the most commonlyused means of communication, and 94% ranked it in the top three. In-person communication and written correspondence by mail were alsocited by a majority of institutions as one of the three most frequentlyused means of advisor-student communication in distance education.

Table 1. Means of Communication Most Often Used for Advising

Means of CommunicationBetween Advisors and Students

In-person

Telephone conversations in real-time

Telephone conversations through voice mail

Written correspondence by mail

Written correspondence by fax

Computer conferencing out of real-timesuch as electronic mail

Computer conferencing in real-timesuch as chat rooms

Other

Rank1st

26%

55%

2%

11%

0%

8%

0%

2%

Rank2nd

21%

33%

14%

17%

5%

6%

2%

0%

Rank3rd

14%

6%

18%

26%

11%

20%

2%

0%

Rank inTop 3

61%

94%

33%

53%

15%

33%

3%

2%

Note: N=66 valid cases. Seven cases did not provide valid information on ranking thethree most frequently utilized means of communication.

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To determine the perceived level of relationships between studentsand advisors, respondents were asked to report the likelihood of advisorsand distance education students developing personal relationships. Therating was done on a scale from 1 (extremely unlikely) to 6 (extremelylikely). The mean for respondents was 4.40, with a rating of 4 for likelyand 5 for very likely. A respondent reporting the relationship as unlikelyadded, "[it] depends on the student and frequency of contact." Anotherrespondent who reported the relationship was very likely wrote, "Our[advisors] know many of our adult learners and personal things atoutthem."

Delivery Systems. Table 2 shows the types of advisors involved in dis-tance education. The three most frequently mentioned advisors werebased on the main campus. These included faculty advisors (74%), aca-demic department heads (59%), and full-time advisors (52%). Someinstitutions, however, relied on advisors of each type based closer to dis-tant students. The most frequently cited type of advisor based closer todistant students was faculty advisors (29%).

Twenty-five percent of the respondents identified a type of advisordifferent from those listed on the Academic Advising in Distance Educa-tion Survey. The most frequently mentioned additional type of advisorhad some connection with distance education, such as a coordinatingoffice administrator or site director. Ten percent of all institutions usedan individual with a distance education connection to advise distant stu-dents.

Support or Reference Materials. As shown in Table 3, academic plan-ning worksheets were cited most often as the type of support materialsprovided to advisors in distance education. These worksheets were pro-vided in 81% of institutions to assist in tracking completion of degreerequirements. The majority of respondents also indicated that advisinghandbooks, campus referral directories, and articulation worksheets (orother information concerning transfer agreements between institutions)were provided to advisors in distance education.

Required Occasions for Academic Advising. Only 11% of respondentsindicated that advising contact was not required for distance educationstudents at their institutions. As shown in Table 4, the majority ofrespondents indicated that advising was required for the following occa-sions: class scheduling/registration, declaring a major, changing a major,and approval of a graduation plan.

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Table 2. Advising Delivery Systems

Delivery systems iV=73 Delivery systems N=73

Full-time advisorsbased on the main campus 52%

Part-time advisorsbased on the main campus 19%

Academic department headsbased on the main campus 59%

Faculty advisorsbased on the main campus 74%

Paraprofessional advisorsbased on the main campus 10%

Peer advisorsbased on the main campus 8%

Full-time advisorsbased closer to distant students 18%

Part-time advisorsbased closer to distant students 15%

Academic department headsbased closer to distant students 8%

Faculty advisorsbased closer to distant students 29%

Paraprofessional advisorsbased closer to distant students 8%

Peer advisorsbased closer to distant students 3%

Table 3. Support or Reference Materials

Support Material Provided to Advisors

Aggregate data on student retention

Advising handbook

Employment outlook projections

Computerized degree audits

Academic planning worksheets

Forms for anecdotal records

Articulation worksheets or agreements

Campus referral directory

22%

58%

12%

42%

81%

49%

58%

57%

Note: N= valid cases. Four cases did not provide valid information on support materials.

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Table 4. Required Advising Occasions

Occasions when Advising is Required N=73

Class scheduling/registration 62%

Dropping a class 49%

Adding a class 44%

Declaring a major 53%

Changing a major 52%

After unsatisfactory progress report 27%

Before withdrawal from the institution 44%

For approval of a graduation plan 64%

Group Advising. A majority of institutions did not use a group advis-ing format (Table 5). The most frequently mentioned format amongthose institutions using one was small group meetings during orientationor registration, with 38% of institutions offering these meetings at alocation near the distance site and 33% providing them at the main cam-pus. Group advising formats not listed on the survey were alsoidentified. Ten percent of institutions offered group advising throughsome electronic delivery method. These methods included videoconfer-encing, videotapes on study skills, and online computer conferencing.

Evaluation. Only 33% of institutions regularly evaluated overalleffectiveness of advising services in distance education. Performancereview by a supervisor was the most commonly used method for individ-ual advisor evaluation (51% of institutions). Distant students evaluatedindividual advisor effectiveness in only 28% of institutions. Other meansof evaluation included self-evaluation (26%) and peer review (7%).

Discussion

The results of the survey provide information on advising practices indistance education. As reported by Sloan and Wilmes (1989), an aca-demic advisor may be the first and only institutional contact adultstudents have outside the classroom. This statement seems even moreimportant in the case of distant students, considering their potential

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Table 5. Group Advising

Available GroupAdvising Formats

Available GroupAdvising Formats N=73

Credit or non-credit classesat the main campus 26%

Workshops or seminarsat the main campus 27%

Small group meetings duringorientation or registrationat the main campus 33%

Other

Credit or non-credit classesnear the distance site

Workshops or seminarsnear the distance site

Small group meetings duringorientation or registrationnear the distance site

18% No group advising is done

21%

23%

38%

33%

sense of isolation from the main campus. Fielstein (1989) reported that83% of students indicated it was important for advisors to be personallyacquainted with their students. Based on the perceptions of the presentstudy's respondents, there is a significant likelihood that distant studentsand academic advisors develop personal relationships.

Despite their distance from the main campus, distant students havesome in-person contact with their advisors at a majority of institutions.However, telephone conversations are the most frequent means of com-munication between advisors and distance education students. Thesurvey results show that diversity of advising types is present in distanceeducation; the twelve types of advisors listed on the survey are allrepresented in distance education programs. Further, 25% of institutionsuse an additional type of advisor for distant education students.

Although there is a diversity of advisor types, results show that facul-ty advisors are the most frequently used advising delivery system indistance education. Composite results from the ACT Survey of Academ-ic Advising found that students did not have significant preferencesbetween faculty and other types of advisors (Habley 1994).

Eighty-nine percent of distance education programs require advisingcontact. This high percentage seems to demonstrate that advising is con-sidered an important activity for distance education students. Whetherbased on the main campus or closer to distant students, group advising isnot widespread. Although electronic advising formats such as video con-ferences and online computer conferences are not common, the use ofthese activities may grow as technology becomes increasingly sophisti-cated and available.

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Only 33% of institutions regularly evaluate overall advising servicesin distance education, and only 28% of institutions have distant studentsevaluate their academic advisors. It seems possible that advising evalua-tion is not a priority due to the fact that many distance educationprograms are new. The possibility of future evaluation for advising pro-grams was implied by one respondent who added, "not yet."

Recommendations

Considering the sizable variability in delivery of instruction and orga-nization of distance programs, there will always be diversity in theadvising services available for distant students. It is our hope that thoseinvolved in academic advising can learn from the results of this studyand obtain ideas based on services provided by other institutions. Sever-al recommendations, however, are appropriate for any distanceeducation program.

Academic advisors should seek ways to develop personal relation-ships with their distance education students. Fielstein's study (1989)found that students desire a personal relationship with their academicadvisor. A personal relationship with an advisor could help prevent stu-dents from feeling that they are nonentities and isolated from theinstitution. Since much of advising in distance education is done throughtelephone conversations and written correspondence, advisors shouldpersonalize this contact as much as possible. The extent of contact willvary depending on the student's needs and desires. Advisors who arepersonable and approachable, however, can convey the message thatthey care and are available if needed.

Academic advisors should be given an advising handbook. In Trent'sstudy (1993) of a statewide nursing program, some students reportedreceiving vague or incorrect information from their advisors. Often,advising is not the primary function of faculty members and administra-tors who serve as advisors. Even professional advisors are likely to haveresponsibilities other than that of advising distant students. The accessi-bility of an advising handbook can help save time in searching forinformation, resulting in more efficient and competent advising.

Ford (1983) identified three categories of materials for inclusion in anadvising handbook:

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1. Information about the advisor role and academic regulations ingeneral

2. Articles and other resource materials concerning advising theoryand techniques

3. Information pertaining to specific departments and specific regula-tions at the institution

Examples of various institutions' handbooks can be found in AcademicAdvising Resources on the Internet (Knauft 1998).

Advisors should be given a campus referral directory as part of thehandbook or as a separate document. While the extent of each directoryand available services will vary, all advisors need to have ready access tothis information. Although advisors are likely to be the primary resourcefor information, distant students should be referred to other institutionalrepresentatives on some occasions.

Advising programs and individual advisors in distance educationshould be evaluated. In conducting program evaluation, current academ-ic advisors of distant students should be consulted. For studentevaluation of individual advisors, institution specific instruments may bedeveloped, or standardized instruments such as ACT's Survey of Aca-demic Advising could be used. Services can be improved by usinginformation from evaluation results.

Further research on academic advising in distance education couldinclude a case study examining issues involved with using technology toadvise students. Another possible study could compare a distance pro-gram that uses electronic means for academic advising with one thatrelies on more traditional face-to-face contact for advising.

The present study was based on responses to a survey completed byan institutional representative. To assess a different constituency, futureresearch should be conducted using a survey sent to distant students.Such research could determine which academic advising services stu-dents want and how well these students' needs are currently being met.Although generalizations can be made from the literature on academicadvising for adult students, a more specific study would inform the dis-tance education field of the distant student's advising needs.

Authors' note: This article is based on Robert Curry's doctoral dissertation, "AcademicAdvising in Distance Education," completed at the College of William and Mary in1997. Readers interested in more information on the procedures and results of thestudy may refer to the dissertation.

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