Academic Advising in a Virtual University

Autor/inn/en	Steele, George E.; Thurmond, Karen C.
Titel	Academic Advising in a Virtual University
Quelle	In: New Directions for Higher Education, (2009) 146, S.85-95 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0560
DOI	10.1002/he.349
Schlagwörter	Knowledge Management; Higher Education; Virtual Universities; Educational Technology; Academic Advising; Cognitive Processes; Internet; Classification; Models + Suchen Sie Ihr Suchwort? Wissensmanagement; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsmedien; Akademischer Rat; Cognitive process; Kognitiver Prozess; Classification system; Klassifikation; Klassifikationssystem; Analogiemodell
Abstract	Many institutions are implementing personalized Web-based student services, which will have a profound effect on interacting with students and achieving learning outcomes for students at a distance. A new conceptual model is necessary for describing the relationship between the advisor and students, as mitigated through use of technology. In this article, the authors propose a model that seeks to combine old and new ideas from different fields of study to give a new perspective on academic advising in the virtual education setting. The model is based on three models that have cognitive processing implications. The first is Bloom's cognitive taxonomy for learning, one that most advisors are familiar with as educators. The second conceptual model is from the Center for Transforming Student Services (CENTSS) Audits and recognizes the growth of student service portals. Implicit in the CENTSS model are various levels of increasing computer capabilities and sophistication. To clarify this implicit relationship, the authors use the Data, Information, Knowledge, and Wisdom processing model (DIKW) found in the fields of knowledge management and informational sciences. The main thrust of their argument is that Web-based student services provide virtual universities with increasingly powerful capabilities that can encourage greater complex cognitive processes for all students. (Contains 3 figures.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10