Upload
laasya
View
44
Download
0
Tags:
Embed Size (px)
DESCRIPTION
Helping Distance Students through Learning-Centered Advising Region 8 NACADA Conference May 1, 2013. Jean L Crowe Program Administrator - Science Kristin Webb Program Advisor – Health Science & Technology Thompson Rivers University – Open Learning Kamloops BC. Who are our students?. - PowerPoint PPT Presentation
Citation preview
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.
http://pairadimes/davidtruss.com/learning-about-learning