The changing relationship between advising and technology

Pelletier, Kathe

doi:10.1002/he.20407

Cited by 2 publications

(2 citation statements)

References 2 publications

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“…Many universities have focused on ways to make course advising more efficient; online platforms, virtual advising tools, and data analytics have emerged as promising resources for enhancing the advising process (Roushan et al, 2014). Some researchers argue that the digitisation of academic course advising is inevitable and necessary for effective course advising (Pelletier, 2021). It is crucial, however, to strike a balance between technology-mediated advising and maintaining personalised, human interactions (Assiri et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

How Can Course Advising Better Support Pacific Student Success?

Colombo,

Holmes,

Young

et al. 2023

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Previous research has explored the importance of effective course advising to academic success. Course advising that is student-focused and takes a “whole-of-student” approach has been found to be especially important for students that have historically been minoritised in tertiary education. This includes students who are Indigenous, first-in-family, or from low socio-economic backgrounds. However, no research, to our knowledge, has investigated how Pacific students and staff envision course advising. Given Pacific students are among the fastest growing academic cohort in New Zealand and Australia, it is important for universities to understand how to foster Pacific student success. This research involved a series of talanoa (conversations) with both Pacific students and staff to better understand the current role of course advising in student decision-making, future hopes for the development of course advising, and suggestions to improve Pacific support in course advice. Understanding the perspective of Pacific students and staff helps to highlight the current gaps in course advising systems and encourages universities to acknowledge the importance of relationship building, the development of cultural competencies, and increasing Pacific representation in the course advising process. Results support reassessing course advising systems to help improve retention rates of Pacific students.

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Section: Discussionmentioning

confidence: 99%

How Can Course Advising Better Support Pacific Student Success?

Colombo,

Holmes,

Young

et al. 2023

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“…Although there was a dramatic increase in online learning and course offerings, the tsunami did not really arrive until the changes forced by the COVID-19 pandemic. Some studies suggest that the COVID-19 pandemic may have accelerated online learning and digital transformation more than any other event in higher education, including the boom and fascination around Massive Open Online Courses (MOOCs) a decade ago [2,3,[9][10][11][12].…”

Section: Introductionmentioning

confidence: 99%

Global perspectives of the impact of the COVID-19 pandemic on learning science in higher education

Salehi,

Ballen,

Bolander Laksov

et al. 2023

PLoS ONE

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The COVID-19 pandemic required higher education institutions to rapidly transition to Emergency Remote Instruction (ERI) with little preparation. Discussions are now underway globally to learn the lessons of COVID-19 and to use this knowledge to shape the future of learning science in higher education. In this study, we examined the experiences of instructors and students to ERI in three universities across three continents–America, Europe, and Australia. We measured the instructional strategies used by instructors including assessment types, and interaction opportunities during and outside class schedules. We also measured the learning challenges experienced by students including planning, distractions, technology, learning resources, their views on educational quality and what characterized quality interactions during ERI. Our findings suggest that most instructional strategies used by instructors changed little during ERI, although the nature of instructor and student interactions during class relied more heavily on technology. Students reported significant learning challenges which included distractions from their physical and social media environments and access to technology. Both instructors and students reported that interactions with each other and their peers were concerningly low, albeit similar to pre COVID-19 pandemic levels. There were differences in the perceptions of instructors and students on whether instructor-student interactions were better or worse online. Common among all universities, there was a large proportion of students reporting mental health and work-related stress. Lessons to be learned from the COVID-19 pandemic include ensuring more support for instructors to implement effective and equitable pedagogies and an increased recognition of the importance of practicals, and the social, interactive and hands-on aspects of learning science in higher education. We predict that the incorporation of active learning pedagogies and strategies which increase student engagement and foster a sense of belonging will be ongoing global challenges for learning science in a post COVID-19 campus.

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The changing relationship between advising and technology

Cited by 2 publications

References 2 publications

How Can Course Advising Better Support Pacific Student Success?

How Can Course Advising Better Support Pacific Student Success?

Global perspectives of the impact of the COVID-19 pandemic on learning science in higher education

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