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

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 Allens presentation Learning-centered advising vs. more traditional approaches Five domains of quality advising that their eight measurable learning outcomes were based on 4. The TRU Open Learning experience Relate Smith & Allens 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 Curry et al 2003 – Ludwig & Duncan 2004 and 2012 St Josephs College Lorenzetti Cochrane

Academic Advising 1998 Curry, Baldwin and Sharpe Academic Advising in Baccalaureate Distance Education Programs potentially important service for distance program students significant 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 2003 Ludwig-Hardman and Dunlap. Learner Support Services for Online Students: scaffolding for success

Proactive Advising 2004 St Josephs 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 Josephs 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 & Allens 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 goals 2. 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

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 Who and Where? When and Frequency? Increase retention? Increase shared responsibility? Future of e- portfolio?

Table Discussion on Shared Responsibility 1. 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?

References 1. 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) Cochrane, Paul. Proactive Academic Advising: Bringing The Personal Touch To Online Education. (2012) 7.01.The EvoLLLution. bringing-the-personal-touch-to-online-education/ bringing-the-personal-touch-to-online-education/ 3. Contact North. Online Learning in Canada: At a Tipping Point.. in Canada. (2012). practices/onlinelearningincanadareport_june_12_2012.pdf 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): CVU. Online University Education in Canada: Challenges and Opportunities. (2012) Retrieved from uvc.ca/Online%20University%20Education%20%20jan17% pdfhttp:// uvc.ca/Online%20University%20Education%20%20jan17% 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 (cont) 7. Lorenzetti, J. P. Proactive Academic Advising for Distance Students. Distance Education Report, (2004) 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: Smith, C. and Allen, J. "Essential functions of academic advising: What students want and get." NACADA Journal 26.1 (2006): 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). 11. 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) 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)