Enhance the Experience
for Distance Learners by
Building an Online Community
Jennifer F. Humber
Director of Online Services
Culverhouse College of Commerce
The University of Alabama
BENEFIT ADVISING BY
BUILDING A COMMUNITY

“An online learning community…addresses the learning needs of its
members by facilitating peer-to-peer learning. Through social
networking and computer-mediated communication, people work as a
community to achieve a shared learning objective”.
(http://en.wikipedia.org/wiki/Online_learning_community)

“Learning communities are extremely beneficial for academic advisors...
benefits include reaching more students, the opportunity to familiarize
students with university policies, procedures and resources, and
actively involving students in the university and the community.”
(McLean, Lackey, Hennessey, Payne, 2011)

“Advising and technology partnerships will significantly impact the
future of higher education with regard to learner assessment,
engagement, and retention as the campus environment continues to
evolve…If utilized effectively, technology in advising contributes
positively to the student experience, supporting goals toward
increased retention and improving learners’ academic success.”
(Pasquini, 2013)
NACADA - Best Practices
Distance Education Advising Commission Standards
for Advising Distance Learners

Provide an orientation to introduce new students to the distance
education environment

Provide appropriate student support services for distance learners
as they would for students on campus

Provide a single point of contact for the services commonly
accessed by distance learners

Create opportunities for connection and community with the
institution, faculty, staff, and other students

Respond to the unique needs of distance learning students, rather
than expecting them to fit within the established organizational
structure
NACADA.(2010).NACADA standards for advising distance learners. Retrieved from:
http://www.nacada.ksu.edu/Commissions/C23/documents/DistanceStandards.pdf
CAS - Best Practices
The academic advising services should include:

One-on-one access to advisors by phone, internet, or other
communication tools

All general education and major requirements

Self-help points to educational planning and course selection

Articulation information between programs and institutions


Advising guidelines, such as curriculum guides
Access to personal academic records
The 2011 Revisions, specifically addressed distance learning:
Must assist distance learners by providing access to information about
programs and services; to staff members who can address questions
and concerns; and to counseling, advising, or other forms of assistance.
 Must provide the same quality of academic advising and in the
appropriate accessible forums to distance learners as it does to
students on campus.

ADVISING METHODS
 Email
 Telephone
 Skype
 Blackboard
Collaborate
 www.mycba.ua.edu
THE “ADVISING” COURSE







Blackboard Learn
Two-credit hours
Mandatory during 1st
term of enrollment
Taught by
Advisor/Director
100 or more students
each semester
Graded course
(plus/minus system)
Funds gained are
devoted to staff support
Put Course Homepage
Screenshot
Advising is Teaching
Building Community through…
Discussion Threads
Building Community through…
Blackboard Collaborate
 Office
Hours
 Group projects
 Study review sessions
Building Community through…
Website References
www.mycba.ua.edu
 Institutional web pages
 Referenced articles for discussion
 Resources
 Blogging

Building Community through…
Free Web Tools
Wordpress (www.wordpress.com)
 Slideshare (www.slideshare.net)
 Eyejot (www.eyejot.com)
 MindMeister (www.mindmeister.com)
 Diigo (www.diigo.com)
 Feedly (www.feedly.com)

Building Community through…
Social Networks
Newsletter…
to Share
Support,
Campus
Resources, and
Departmental
Contacts
Assessment of Student Satisfaction
 Use of Resources
 Increased accounts
 Greater # of Inquiries
 Enhanced staff in support areas
 End of Semester Surveys
 Reports individual opinions of course content
and instructor ability
 Avg. Score: 4.18 out of 5
 Student Reflections
 Papers submitted for extra credit points at
the end of term
Addressing Retention Concerns
Annual Survey
 Direct Correspondence through Email

◦ Email sent shortly after stop-out
◦ Responses determine what resources they
need to continue

Early Prevention
◦ Professors notify Advising office when a
student is not completing assignment
◦ Student is contacted by email and/or phone

Online Assessment Committee
Advising Course & Persistence
Out of 1229, 78% completed course with
a D- or better.
 204 have completed degree (21%)
 590 (62%) are still actively pursuing
 Retention rate increases each term.

Case Study: Student Engagement in
an Online Course
16 Students Interviewed
 Majority conducted using Blackboard
Collaborate
 Student engagement as perceived by
online students
 How does student engagement affect
student satisfaction and success in the
online course?

Case Study Results

Do you feel “Advising Course” was
beneficial to your studies at UA?
◦ “Yes! I really used the study skills and the scavenger hunt of
campus was really cool.”
◦ “Made me aware of opportunities.”
◦ “Improved time management.”
◦ “Yes. Provided framework on how to handle other courses.”
◦ “Shared campus resources that I wouldn’t have otherwise
known about.”
◦ “Yes! I wish I had taken it earlier.”
◦ “Note-taking skills most helpful.”
◦ “Useful to walk you through the process.”
◦ “Finding things that I didn’t know.”
Questions?
Contact me at:
Jennifer F. Humber
Director of Online Services
Culverhouse College of Commerce
The University of Alabama
jhumber@culverhouse.ua.edu
(205) 348-2938
Resources

Dean, Laura A. (Ed.). (2006). CAS Professional Standards for Higher Education.
Washington, DC: Council for the Advancement of Standards in Higher Education.

Kearsley, G. & Shneiderman, B. (1998). Engagement theory: A framework for
technology-based teaching and learning. Educational Technology, 38(5), 20 – 23.

Ko, S, & Rosen, S. (2010). Teaching online: A practical guide. New York and London:
Routledge.

McLean, L., Lackey, K., Hennessey, P. & Payne R. (2011).Advising in learning
communities:A collaborative approach. Retrieved from NACADA Clearinghouse of
Academic Advising Resources
Website: http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/learning_commun
ities.htm

Pasquini, L. (2013). Implications for use of technology in academic advising. Retrieved
May 15, 2013 from the NACADA Clearinghouse of Academic Advising Resources
Web site: http://www.nacada.ksu.edu/Resources/Clearinghouse/ViewArticles/Implications-for-use-of-technology-in-advising-2011-National-Survey.aspx

Swan, K. (2002). Building Learning Communities in Online Courses: The importance
of interaction. Education, Communication & Information, 2(1), 23 – 49.

Varney, J. (2009). Strategies for success in distance advising. Retrieved February 8,
2013 from the NACADA Clearinghouse of Academic Advising Resources Web site:
http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Distanceadvising-strategies.aspx