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Academic advising via Facebook: Examining student help seeking
Abstract
The influx of technology into institutions of higher education has demanded changes to the traditional support structures at colleges and universities. Higher education students are using technology as a means to communicate with, and seek help from, university personnel, including academic advisors. This study focuses on how six university students used and understood an electronic social network to seek help from an academic advisor. Results indicate that participants used the social network site to seek prescriptive academic advising help and acquire information about university academic matters. Findings indicate that participants considered use of the electronic social network beneficial for seeking help and were receptive to interacting with higher education personnel electronically.
... The increase in technological integration in US higher education has inevitably changed the practices, implementation, and organization of student support services (Amador & Amador, 2014;McDonald, 2008;Schwebel et al., 2012). While these advancements have traditionally been focused on tracking students' academic progress (Gutiérrez et al., 2020;Loucif et al., 2020;Pasquini & Eaton, 2019), in-person advising is generally more effective than online advising (Kalamkarian & Karp, 2017;Pasquini & Steele, 2016;Steele, 2016). ...
... Book/Book Review (Frost, 2000;Glass et al., 2021;Knight, 2008;McDonald, 2008;Nutt, 2000;Pentland, 2010) Case Study (Amador & Amador, 2014;Neuwirth, Jović, & Mukherji, 2020;Steele, 2016) Conceptual Framework (Chang & Gomes, 2017) Secondary Data Analysis/ Archival Study (Gutiérrez et al., 2020;Hayes, 1841 News Report (Beckstein, 2020;Durrani, 2020;Flaherty, 2020;West, 2020) ...
... On one hand, Chan et al. (2019) argued that the concept of academic advising varies across different academic disciplines. On the other hand, others have maintained that humanizing academic advising signifies its multifaceted role within the institution, which includes relationship practice (Amador & Amador, 2014;Junco et al., 2016;Mastrodicasa & Metellus, 2013), student outreach (Pasquini & Steele, 2016;Schwebel et al., 2012), and student support (Gutiérrez et al., 2020;McDonald, 2008;Steele, 2016). Most researchers have a shared understanding that the role of academic advisors is vital to support college students (Chan et al., 2019;Kuhn et al., 2006). ...
The use of information and communication technologies, such as Zoom, Canvas, Blackboard, and Microsoft Teams, has dramatically revolutionized student learning and academic advising during the COVID-19 global pandemic. This article builds on previous research to explore how humanizing academic advising with technology impacts student interaction, technological engagement, and the online community in a higher education context. We examine how current and future technological advancement can be leveraged to reach and support students and argue that the academic advising process needs to put human beings at the center of the student experience. This integrative review provides a snapshot of the higher education landscape that may garner future conceptualization of advising practices, implementations, and policies.
... The increase in technological integration in US higher education has inevitably changed in the practices, implementation, and organization of student support services (Amador & Amador, 2014;McDonald, 2008;Schwebel et al., 2012). While these advancements have traditionally been focused on tracking students' academic progress Loucif et al., 2020;Pasquini & Eaton, 2019), in-person advising has been found to be generally more effective than online-advising Pasquini & Steele, 2016;Steele, 2016). ...
... On one hand, Chan et al. (2019) argued that the concept of academic advising varies across different academic disciplines. On the other, others have maintained that humanizing academic advising signifies its multifaceted role within the institution that includes relationship practice (Amador & Amador, 2014;Junco et al., 2016;Mastrodicasa & Metellus, 2013), student outreach (Pasquini & Steele, 2016;Schwebel et al., 2012), and student support McDonald, 2008;Steele, 2016). Needless to say, most researchers have a shared understanding that the role of academic advisors is vital to support college students Kuhn et al., 2006). ...
... In the end, we agree with researchers' conclusions that to actualize academic advisor's roles to serve in the best interests of students, technology must be viewed and used as a bridge and as a point of connection (Amador & Amador, 2014;Hu, 2020;Loucif et al., 2020;. ...
COVID-19 and Higher Education in the Global Context: Exploring Contemporary Issues and Challenges addresses the lasting impact of the novel coronavirus (COVID-19) in the higher education sector and offers insights that inform policy and practice. Framed in a global context, this timely book captures a wide variety of topics, including student mobility, global partnerships and collaboration, student health and wellbeing, enrollment management,
employability, and graduate education. It is designed to serve as a resource for scholar-practitioners, policymakers, and university administrators as they reimagine their work of comparative and international higher education in times of crisis. The collection of chapters assembled in this volume calls for a critical reflection on the opportunities and challenges that have emerged as a result of the global pandemic, and provides as a basis for how tertiary education systems around the world can learn from past experiences and shared viewpoints as institutions recalibrate operations, innovate programs, and manage change on their respective campuses.
... The increase in technological integration in US higher education has inevitably changed in the practices, implementation, and organization of student support services (Amador & Amador, 2014;McDonald, 2008;Schwebel et al., 2012). While these advancements have traditionally been focused on tracking students' academic progress Loucif et al., 2020;Pasquini & Eaton, 2019), in-person advising has been found to be generally more effective than online-advising Pasquini & Steele, 2016;Steele, 2016). ...
... On one hand, Chan et al. (2019) argued that the concept of academic advising varies across different academic disciplines. On the other, others have maintained that humanizing academic advising signifies its multifaceted role within the institution that includes relationship practice (Amador & Amador, 2014;Junco et al., 2016;Mastrodicasa & Metellus, 2013), student outreach (Pasquini & Steele, 2016;Schwebel et al., 2012), and student support McDonald, 2008;Steele, 2016). Needless to say, most researchers have a shared understanding that the role of academic advisors is vital to support college students Kuhn et al., 2006). ...
... In the end, we agree with researchers' conclusions that to actualize academic advisor's roles to serve in the best interests of students, technology must be viewed and used as a bridge and as a point of connection (Amador & Amador, 2014;Hu, 2020;Loucif et al., 2020;. ...
As the world grapples with the COVID-19 pandemic, international higher education (IHE) enters a new territory and complicates models that describe a third wave of internationalization. Against this backdrop, we apply a three-layer (country, institution,
individual) analysis to understand COVID-19’s impact on IHE in Canada and the United States, on particularly student mobility, and consider the future of an altered landscape. At the national level, we consider how the two countries are responding to COVID-19 regarding their policies toward international students and what long-term impact might be looming. At the institutional level, we consider the pandemic’s impact on institutions’ revenue, mission, internationalization strategies, and even survival. At the individual level, we examine how this pandemic impacts international students’ plan of study in Canada and the United States, with their concern for the expense and experience of online learning and their consideration of other alternative destination countries.
... The increase in technological integration in US higher education has inevitably changed in the practices, implementation, and organization of student support services (Amador & Amador, 2014;McDonald, 2008;Schwebel et al., 2012). While these advancements have traditionally been focused on tracking students' academic progress (Gutiérrez et al., 2020;Loucif et al., 2020;Pasquini & Eaton, 2019), in-person advising has been found to be generally more effective than online-advising (Kalamkarian & Karp, 2017;Pasquini & Steele, 2016;Steele, 2016). ...
... On one hand, Chan et al. (2019) argued that the concept of academic advising varies across different academic disciplines. On the other, others have maintained that humanizing academic advising signifies its multifaceted role within the institution that includes relationship practice (Amador & Amador, 2014;Junco et al., 2016;Mastrodicasa & Metellus, 2013), student outreach (Pasquini & Steele, 2016;Schwebel et al., 2012), and student support (Gutiérrez et al., 2020;McDonald, 2008;Steele, 2016). Needless to say, most researchers have a shared understanding that the role of academic advisors is vital to support college students (Chan et al., 2019;Kuhn et al., 2006). ...
... In the end, we agree with researchers' conclusions that to actualize academic advisor's roles to serve in the best interests of students, technology must be viewed and used as a bridge and as a point of connection (Amador & Amador, 2014;Hu, 2020;Kalamkarian & Karp, 2017;Loucif et al., 2020;Neuwirth et al., 2020). ...
The use of information and communication technologies, such as Zoom, Canvas, Blackboard, and Microsoft Teams, has dramatically revolutionized student learning and academic advising at the time of the COVID-19 global pandemic. This chapter builds on previous research to explore how humanizing academic advising with technology impacts student interaction, technological engagement, and the online community in a higher education context. We examine how current and future technological advancement can be leveraged to reach and support students and argue that the academic advising process needs to put human beings at the center of the student experience. This integrative review provides a snapshot into the higher education landscape that may garner future conceptualization of advising practices, implementations, and policies.
... Selwyn (2009) and Mazer et al. (as cited in Balula & Moreira, 2014), among other authors, point out that in the educational environment, some of the qualities of the social networks may enter in conflict with current pedagogical paradigms, since these networks are informal communication channels and have little structured spaces for academic activities and the teachers can disrupt the students' expectations when using Facebook. However, Junco (2011) found that the use of Facebook in education has a positive impact on the academic achievement of the students, an idea supported by Amador and Amador (2014), who found that students consider Facebook as a platform beneficial for their career. For López, Flores and Espinoza de los Monteros (2015), "Facebook has educational and administrative applications that help facilitating different tasks beyond immediacy and easiness of access" (p.112); while Christakis and Fowler (2010) support the idea that "social networks are valuable because they can help us obtain what we would not be able to get on our own" (p.44), since they "generate ties of emotional belonging to a specific collectivity or social group with whom we interact" (Area and Pessoa, 2012, p. 4). ...
... • Diversification of the routes of communication and the increase of its intensity, often passing from a face-to-face contact to the utilization of a variety of medias such as e-mail, educational platforms, instant messenger and social networks, t provides students and teachers a narrower relation that may reflect positively on the academic performance of the students (Ellison et al., 2007;Roblyer, McDaniel, Webb, Herman and Vince, 2010;Duffy, 2010;Loving & Ochoa, 2011;Area and Pessoa, 2012;López, 2013;Amador and Amador, 2014). • Thanks to the implementation of several tutorials and consultations, which have been innovated by the use of ICTs, more specifically with social networks, since success experiences have been documented on individual and group tutorials, attention to concerns and permanent assistance through Facebook, hence, students do not have to go to the campus for the activities aforementioned (Cabero et al., 2007;Amador and Amador, 2014;López et al., 2015). ...
... • Diversification of the routes of communication and the increase of its intensity, often passing from a face-to-face contact to the utilization of a variety of medias such as e-mail, educational platforms, instant messenger and social networks, t provides students and teachers a narrower relation that may reflect positively on the academic performance of the students (Ellison et al., 2007;Roblyer, McDaniel, Webb, Herman and Vince, 2010;Duffy, 2010;Loving & Ochoa, 2011;Area and Pessoa, 2012;López, 2013;Amador and Amador, 2014). • Thanks to the implementation of several tutorials and consultations, which have been innovated by the use of ICTs, more specifically with social networks, since success experiences have been documented on individual and group tutorials, attention to concerns and permanent assistance through Facebook, hence, students do not have to go to the campus for the activities aforementioned (Cabero et al., 2007;Amador and Amador, 2014;López et al., 2015). • Work with peers refers to the work carried out in school as well as that done with other researchers through collaboration networks, participating in forums and related projects, co-creation of documents and collective reflections (Cabero et al., 2007;Duffy, 2010;López, 2013). ...
This article presents a descriptive study whose objective was to identify the possibilities of the social network Facebook in the field of teaching. For this purpose, a closed reagent survey was designed and applied to a sample of 142 higher education teachers. We also worked on an open question from which we generated categories of analysis that complemented the quantitative results represented by frequencies in percentages. Some of the most significant findings refer the high frequency of use of Facebook (daily), and the mastery between medium and high that has the majority of teachers (90.92%) in the use of this social network. We find a great variety of uses of Facebook, in the teaching process and in the rest of the activities of teachers, which may be of special interest to those teachers who want to implement this social network to their practice. We identified some negative factors such as lack of structure and excessive visual noise. We conclude that, with a proper direction and design, Facebook can promote dynamic and attractive learning environments for higher education students.
... So, it is used extensively by educators (P. Amador & J. Amador, 2014;Grosseck & Holotescu, 2011;Sanchez, Cortijo & Javed, 2014;Sarapin & Morris, 2015). ...
... Sosyal ağ siteleri sahip oldukları özellikler ile formal ve informal öğrenmedeki faaliyetler için oldukça uygun olduğundan (Grosseck ve Holotescu, 2011;Mazman ve Koçak-Usluel, 2010;Veletsianos ve ark., 2013) eğitimciler tarafından yoğun biçimde kullanılmaktadır (P. Amador ve J. Amador, 2014;Grosseck ve Holotescu, 2011;Sanchez, Cortijo ve Javed, 2014;Sarapin ve Morris, 2015). ...
Social media is very popular on the Internet and individuals utilize from social media in different ways. The present study investigated the educational researchers’ social media uses and their opinions about using social media as a research, teaching and learning environment for educational purposes within a sample of Turkish educational researchers. A total of 207 researchers participated in this study. The results showed that 62% of the researchers utilized from social media for their previous educational studies and 90% of them planned to utilize from social media for their educational studies in the near future. Most of the educational researchers think positive about the usage of social media within educational studies, but they have complained about the insufficiency of literature. It has been seen that the researchers’ study at the Department of Computer and Instruction Technologies Education use social media more effective and younger researchers utilize from social media more and think to utilize more in faculties of education.
... The use of information technology tools for seeking help has become a common practice among college students, drawing widespread attention from scholars (Amador & Amador, 2014;Cheng et al., 2013;Fan & Lin, 2023). Traditional interpersonal helpseeking, such as reaching out to teachers and classmates for academic assistance, may have drawbacks. ...
Using information technology tools for academic help-seeking among college students has become a popular trend. In the evolutionary process between Generative Artificial Intelligence (GenAI) and traditional search engines, when students face academic challenges, do they tend to prefer ChatGPT, or are they more inclined to utilize Google? And what are the key factors influencing learners’ preference to use ChatGPT for academic help-seeking? These relevant questions merit attention. The study employed a mixed-method research design to investigate university students’ online academic help-seeking preferences. The results indicated that students tend to prefer using ChatGPT to seek academic assistance, reflecting the potential popularity of GenAI in the educational field. Additionally, in comparing seven machine learning algorithms, the Random Forest and LightGBM algorithms exhibited superior performance. These two algorithms were employed to evaluate the predictive capability of 18 potential factors. It was found that ChatGPT fluency, ChatGPT distortions, and age were the core factors influencing how university students seek academic help. Overall, this study underscores that educators should prioritize the cultivation of students’ critical thinking skills, while technical personnel should enhance the fluency and reliability of ChatGPT and Google searches, and explore the integration of chat and search functions to achieve optimal balance.
... It seems that social media offered a convenient means of communication for these students and overcame the difficulties of arranging a place and time for a person-to-person meeting [12]. Previous studies [6,[13][14][15] showed that students regard online communication as beneficial for contacting their advisors. Further research is required to evaluate the satisfaction and effectiveness of social media as a means of communication with advisors at our institution compared to face-to-face meetings. ...
Background
Since its inception, the Faculty of Medicine at Gezira University has recognized the critical role of academic advising in supporting student success. This commitment translates into a well-established advising system, fully integrated into the academic regulations and subject to continuous evaluation and improvement for maximum effectiveness and relevance. Regular orientation sessions ensure that both faculty and students are equipped to make the most of this valuable resource. However, medical students navigate a demanding path filled with unique challenges that require a robust advising program. While Gezira University has built a strong foundation, it is important to identify potential areas for further development and address any existing barriers that may prevent the system from reaching its full potential. This study was conducted to assess the academic advising program at the Faculty of Medicine, University of Gezira during the academic year 2021-2022.
Methodology
In this cross-sectional study, self-administered questionnaires were distributed among academic advisors and a sample of students at the Faculty of Medicine, University of Gezira. The advisors’ questionnaire inquired about their specialty, experience in teaching and academic advising, and other variables related to advising commitment, satisfaction, and interventions that can improve the advisors’ performance. The students’ questionnaire inquired about their batches, sex, grade point average, orientation about academic advising, communication with the advisor, satisfaction, and challenges facing the advising process.
Results
The study enrolled 70 advisors and 502 students. Most advisors were satisfied (65.7%, n = 46). The challenges facing academic advisors included the non-interest of students and inadequate training (68.6%, n = 48), lack of proper settings (65.7%, n = 46), and shortage of faculty members (60%, n = 42). About 52% (n = 261) of the students showed overall satisfaction with the advising service. The most perceived challenges by students were the difficulty of coordinating meetings (71.9%, n = 361), non-interest of the advisors (46%, n = 231), lack of benefit (16.9%, n = 85), and non-orientation of the advisors about academic rules (13.7%, n = 69).
Conclusions
The main challenges faced by academic advisors were students’ lack of interest and inadequate training, lack of appropriate settings, and lack of faculty members, while students’ perceived challenges were difficulty in coordinating meetings, advisors’ lack of interest, lack of benefit, and advisors’ lack of orientation to academic rules. The causes underlying the advisors’ and students’ dissatisfaction with academic advising should be addressed to increase their satisfaction rates. The reported barriers can be overcome by implementing an advisors’ training plan, reducing their workload, using technology, and orienting the students about the importance of academic advising and the benefits they can gain.
... Hence, the role of online learning platforms and technological tools in shaping academic help-seeking behaviour among university students should not be overlooked (Amador & Amador, 2014;Chyr et al., 2017;Mandalapu et al., 2021). Mandalapu et al. (2021) explored a student-centric analytical framework for Learning Management System (LMS) activity data. ...
The emergence of chatbots and language models, such as ChatGPT has the potential to aid university students’ learning experiences. However, despite its potential, ChatGPT is relatively new. There are limited studies that have investigated its usage readiness, and perceived usefulness among students for academic purposes. This study investigated university students’ academic help-seeking behaviour, with a particular focus on their readiness, and perceived usefulness in using ChatGPT for academic purposes. The study employed a sequential explanatory mixed-method research design. Data were gathered from a total of 373 students from a public university in Malaysia. SPSS software version 27 was used to determine the reliability of the research instrument, and descriptive statistics was used to assess the students’ readiness, and perceived usefulness of ChatGPT for academic purposes. Responses in the open-ended questions were analysed using a four-step approach with ATLAS.ti 22. Research data from both the quantitative and qualitative methods were integrated. Findings indicated that students have the proficiency, willingness, and the requisite technological infrastructure to use ChatGPT, with a large majority attesting to its ability to augment their learning experience. The findings also showed students’ positive perception of ChatGPT’s usefulness in facilitating task and assignment completions, and its resourcefulness in locating learning materials. The results of this study provide practical implications for university policies, and instructor adoption practices on the utilisation of ChatGPT, and other AI technologies, in academic settings.
... With the support of mobile devices and the rapid development of online social networks, social learning occurs in the form of online interaction [46]. A large number of studies have utilized online social networks, such as Facebook [47], [48], [49] or Twitter [50], to facilitate learning because of advantages, such as creating an online community and building a social network of friends. However, researchers have also found that social networks cause some problems during learning, such as distraction and addiction [51], [52], due to the plethora of entertainment information and resources. ...
In traditional English as a foreign language (EFL)-speaking classes, students have insufficient time and opportunities to practice [1]. In addition, they lack cultural and communicative contexts [2] to improve their speaking skills. Furthermore, a large number of students, especially in Asian countries, have low self-efficacy with regard to their English speaking competence and try to avoid any activities that require speaking in public [3]. In this study, we designed social language learning (SLL) activities to bridge the abovementioned gaps and developed a mobile-assisted social language learning system to support students' participation in SLL activities. We explored how our SLL activities affect language learners' speaking performance and self-efficacy and investigated their social language learning networks and perceived acceptance of the mobile-assisted SLL system. Fifty-eight graduate students were recruited for the study and randomly divided into two groups: a control group in which students completed assigned tasks using the traditional method and an experimental group in which students completed assigned tasks using the mobile SLL system. Our results showed that while the speaking skills of students in the two groups improved after the study, the learning gains of the experimental students in EFL fluency, lexis, pronunciation, and content were significantly better than those of the control students. The experimental students significantly outperformed their counterparts on the dimension of culturality, authenticity, and abundance of created verbal content. The self-efficacy of the experimental students was much better than that of the control students. The results also showed that the interaction degree of the experimental students improved, and they positively perceived applications of the mobile-assisted SLL system to EFL learning. Based on the results, several suggestions and precautions were proposed for educators and researchers in the field to consider.
... Advising conducted using asynchronous communication technology (e.g. email, cell phone, Facebook, etc.) does not occur in real time (Amador & Amador, 2013). However, more recently, the use of synchronous communication technology (happening in real time) has become increasingly useful for maintaining the student-advisor interaction, especially after COVID-19 necessitated a move to almost entirely remote teaching, learning and service in higher education (Argüello & Méndez, 2019;Gaines, 2014;Henderson & Goodridge, 2015;Junco et al., 2016). ...
As the COVID-19 pandemic shut down most face-to-face instructions and services in higher education, universities struggled to continue teaching and serving students. In particular, student services like academic advising were significantly impacted, as most advising is conducted in person. The use of synchronous communication technology was suddenly increased to continue advising students, employing Remote Academic Advising (RAA). Three researchers at a state university in the southeast USA conducted a case study to understand the experiences of using RAA by academic advisors. The study included 11 academic advisors from different academic colleges and areas who were engaged in RAA to provide advising service to students during the 2020–2021 academic year. Four themes emerged after a reiterative process of coding and analysing the interview responses. The four themes were a slow transition to using RAA, RAA can also be relational, RAA can promote more awareness of mental health and RAA should be part of regular advising practice. The discussion section includes recommendations for advancing RAA as regular practice through a concerted effort of promotion, leadership and effective use of RAA with synchronous communication technology among the advising community on campus.
... Students can participate in various activities to promote engagement, such as small groups, case studies, presentations, and small group discussions. Along with video conferencing, researchers have noted the benefits of using social networking in the online environment to foster a connection with peers in a low-stakes arena (Amador & Amador, 2014). When students are connected and engaged in the collaborative process, they can develop skills, think critically, and acquire new knowledge among peers (Bell et al., 2010;Wiest, 2015). ...
The COVID-19 pandemic has fractured social connections across all industries, including higher education. Some social work departments were forced to shift from traditional on-ground learning to adopt virtual delivery methods, while others voluntarily made this shift to join the emerging online education trends. When the pandemic restrictions abate, online programs may seek to promote social connections through targeted activities such as adopting a grounded residency. Online programs in social work and other fields have varied application in using residencies to bridge the online and on-ground modalities for learning. Students often report asynchronous online platforms foster a reduced sense of engagement in learning and low levels of connected engagement with faculty and peers. In social work programs, these residencies build on explicit and implicit curricular aims and have an argued externality of building engagement. This paper explores data collected from students (n=131) in a master's in social work program before the initiation of pandemic social distancing protocols and their perceptions of engagement related to their grounded residency experience in one online social work program in the southeastern United States. Results of survey data (quantitative and qualitative) are presented and analyzed with a discussion of the relative impact residency efforts may have on students' reported levels of engagement and opportunities to increase social connection in a post-pandemic environment.
... Although technological advancements in academic advising have been conventionally attentive to students' academic process and success (Gutiérrez et al. 2020;Loucif, Gassoumi & Negreiros 2020), face-to-face contact advising has been argued as more productive than remote advising (Kalamkarian & Karp 2015;Steele 2016). The coming of the COVID-19 pandemic and the rapid redesign of academic advising strategies to leverage technologies has drastically changed the practices and implementation of student support services (Amador & Amador 2014). In addition, the unremitting technological transformation has forced institutions to advance innovative operational models that align to this transformation successfully (Tshabalala & Marnewick 2021). ...
Background: The sudden shift by higher education institutions (HEIs) to emergency remote teaching (ERT), driven by the coronavirus disease 2019 (COVID-19) pandemic, pushed academic advisors of HEIs to suddenly shift towards e-academic advising to continue with the provision of academic advisory support services. However, few studies have concentrated on e-academic advising innovation challenges in the context of developing countries.
Objectives: Therefore, the objective of this study was to examine students’ challenges in the innovative e-academic advising during ERT in a HEI in South Africa.
Method: The study employed an online survey method and a stratified random sampling technique to select 240 first-year university undergraduate students from six faculties for the study. Structural equation modelling (SEM) with post hoc analysis, Bonferroni correlation, factor analysis with promax rotation and the Kaiser–Meyer–Olkin measure of sampling adequacy were employed in analysing the collected data.
Results: The findings revealed significantly correlated institutional, technological and personal challenges to e-academic advising. Despite e-academic advising challenges being experienced differently across faculties, findings revealed that students experienced personal challenges more than institutional and technological challenges.
Conclusion: Personal challenges are the most important factors for consideration when innovating to e-academic advising. The study concludes that the management of the HEI studied could improve the success of its innovation of integrating e-academic advising solutions to its academic affairs by considering a holistic approach that recognises the multifaceted challenges identified.
Contribution: The study contributes to the discussion on student success in online learning environments. Once the challenges are identified, measures can be put in place to address them.
... Although technological advancements in academic advising have been conventionally attentive to students' academic process and success (Gutiérrez et al. 2020;Loucif, Gassoumi & Negreiros 2020), face-to-face contact advising has been argued as more productive than remote advising (Kalamkarian & Karp 2015;Steele 2016). The coming of the COVID-19 pandemic and the rapid redesign of academic advising strategies to leverage technologies has drastically changed the practices and implementation of student support services (Amador & Amador 2014). In addition, the unremitting technological transformation has forced institutions to advance innovative operational models that align to this transformation successfully (Tshabalala & Marnewick 2021). ...
... Many researchers have discussed the learning outcomes of online learning and the successful implementation of online social networking activities in higher education (Amador & Amador, 2014;Lee, 2014). The use of social technologies in online networking educational activities appeal to students and therefore improve their learning motivation, leading to better self-efficacy to develop a deeper learning attitude (Bradley et al., 2017;Tower et al., 2014). ...
The adoption of online learning approach in education is becoming more popular around the world to overcome the time and spatial barriers of traditional face-to-face learning. The Coronavirus Disease 2019 (COVID-19) pandemic has affected the normality of learning and avoiding face-to-face activities is one tactic to minimise the spread of COVID-19. This study investigated the perception of online learning from students’ and teachers’ perspectives compared to traditional face-to-face learning during the COVID-19 pandemic. Ten focus group interviews were conducted, nine of which involved fifty-five students, while the remaining one involved eight full-time teachers. All informants were recruited from two Hong Kong tertiary educational institutions: the Hong Kong Community College, and the School of Professional Education and Executive Development of The Hong Kong Polytechnic University. The Community of Inquiry model and Pedagogy-driven, Learner-Centred, Objective-Oriented and Technology-Enable model were adopted as a framework to analyse students’ and teachers’ perceptions of social presence, teaching presence, and cognitive presence. Qualitative content analysis indicated that teacher-student and student–student interactions were the biggest challenge in online learning, and this affected the acquisition and application of knowledge in terms of cognitive presence. Other factors such as personality, learning environment, and technical skills affected the perception of both online and face-to-face learning.
... Much like parents, students also use social media for reasons that extend beyond entertainment and social engagement. Recent examinations of how and why undergraduates use social media indicate that they use such platforms to seek information and support from administrative personnel (Amador & Amador, 2014) and to access immediate academic help from peers (Alt, 2017). Additional research has found that social media use may also impact the development of postsecondary goals and increase feelings of academic efficacy. ...
Social media continues to be an ever-present part of people’s lives. One of the largest social media websites, Reddit has more than 430 million unique visitors monthly. What is unknown to scholars is how gifted education fits into this modern form of communication. In our research, we examined how gifted education is discussed over Reddit using text mining in combination with sentiment analysis. In addition, our research conditioned sentiment on variables such as self-disclosure, interest, and controversy. We found that, overall, discussion of giftedness was neutral in terms of sentiment and used common language across subreddits. We also found that the language used and distribution of sentiment were similar between self-disclosures and non-self-disclosures.
... Although the typical academic advisor and student interaction has been largely face-to-face, technology has become a more frequent support tool, and, in some cases method for academic advisors to work with students. Initially, computer-based technology was used to augment the advisor/advisee relationship, using asynchronous communication (i.e., communication not happening in real time) such as email and online platforms like Facebook (Amador & Amador, 2013). This augmentation has evolved to include interactive social media platforms such as Instagram or Twitter, chat bots, and web-conferencing services like Skype, Zoom, Adobe Connect, Microsoft Teams, and Canvas Conference (Argüello & Méndez, 2019;Gaines, 2014;Henderson & Goodridge, 2015;Junco et al., 2016). ...
When COVID-19 struck, higher education experienced major disruptions. Important functions like academic advising were no exception, and the traditional face-to-face model shifted online with remote academic advising (RAA), which uses synchronous communication technologies (e.g., Zoom, Microsoft Teams, Google Meets). In this quantitative research study, 569 students completed an online survey that produced 539 sets of valid data for analysis. Findings showed no significant differences in students' knowledge or experiences with RAA according to their demographic independent variables such as gender, age, ethnicity, major, and RAA experiences. However, significant differences in student opinions on RAA were found among different age and gender groups. The paper identifies barriers to implementing RAA with suggestions to overcome these barriers when utilizing RAA.
... Social networking sites are useful platforms to increase academic advising quality and quantity. Amador and Amador (2014) engaged in an empirical study on the employment of Facebook as a channel to deliver academic advising with high quality and strong advisor-advisee relationships. Findings showed that Facebook was a reliable platform to facilitate prescriptive advising. ...
This chapter discusses the benefits of online academic advising for part-time university students. Understanding the importance of academic advising in relation to students' academic success, the limited contact that part-time students might have with academic staff and faculty makes advisement even more crucial to fostering a productive academic environment for students like these. Drawing on the Core Competencies of Academic Advising developed by the Global Community for Academic Advising (NACADA, 2017), this chapter presents a case study featuring two part-time students at a university in Vietnam who encountered difficulties in their academic journeys and required special support from university advisors. The authors, through an ethnographically-oriented approach as academic advisors, present student narratives at various points of the advisement process, detailing how student support services led to favorable academic outcomes. This chapter presents how advisors demonstrated conceptual , informational, and relational competencies in supporting learners and limitations of the advisement process. Findings from this investigation revealed that the advisement process transcended one-on-one interactions, instead being a collaborative and community-based endeavor requiring input from both
... To date, only a handful of studies have documented such an approach. Notably, Amador and Amador (2014; invited six education students in a US institution to become Facebook friends with an academic advisor and then used the platform to offer academic support. They found that the students were receptive to interactions with staff on Facebook, and therefore suggested the platform could be used to support academic initiatives, inviting further investigation. ...
University students frequently use campus Facebook Confessions pages to engage with their peers about their university experiences. This article explores the utility of Confessions pages in providing novel data to aid the development of student services generally, and academic skills support in particular. Through a qualitative thematic analysis of five universities’ Facebook Confessions pages over five years, our research demonstrates that these platforms provide valuable insights. Confessions data complement traditional research and evaluation approaches and enable academic skills advisors to tailor their practices in response to students’ expressed needs. Additionally, these pages offer valuable insights into student learning and engagement styles, with the shift toward active and group pedagogical styles clearly evident. Yet overt interventions are likely to be unwelcome and counterproductive. We therefore suggest that while some limited participation can be beneficial, ultimately university staff should remain passive users of data, rather than active participants.
... Along with Cotton (1996), Maroulis and Gomez (2008), and Raywid (1997), the extended and meticulous work of Froment et al. (2017) evidenced that SNSs favour a more individualised follow-up, which facilitates a deeper personal knowledge of students and teachers. Likewise, the idea that communication and effective relationships are promoted in a positive way within these environments is highly sustained (Abella & Delgado, 2015;Albayrak & Yildirim, 2015;Amador & Amador, 2014;Aydin, 2012;Bowers-Campbell, 2008;Conole & Culver, 2010;Hernández & Medina, 2015;Irwin, Ball, Desbrow, & Leveritt, 2012;Lee, Lee, & Kim, 2015;Ormart & Navés, 2014;Rezende, van Kruistum, & van Oers, 2016;Rienties & Kinchin, 2014;Roblyer et al., 2010;Saifudin, Yacob, & Saad, 2016;Sobaih, Moustafa, Ghandforoush, & Khan, 2016;J. Wang, 2013;Wodzicki, Schwämmlein, & Moskaliuk, 2012). ...
This paper aims at exploring the educational scholarly writing on the teacher-student relationship and performance within the use of Social Network Sites (SNSs) for educational purposes. To that end, a systematic review of 111 journal articles focused on young people, and found in ten relevant databases (ERIC, SCOPUS, WOS, JCR (SSCI), DOAJ, EBSCO, ISOC, REDIB, JSTOR, and PsycARTICLES), has been performed. The results show continuity in the roles of educators and students between physical and virtual spaces. This homogeneous conceptualisation is grounded on student-centred theories. Also, the existence of a theoretical confrontation between the figurative dichotomy of vertical (distance) and horizontal (closeness) teacher-student relationship is revealed and discussed. While most of the reviewed studies focused on requirements for technical training, the need for acquiring digital cultural knowledge is stressed. Finally, some of the educational implications of the ethical dimension of the teacher-student relationship in digital spaces are exposed.
... In addition, social networks have blurred the boundaries between formal and informal, and physical and virtual spaces. They have become tools that students perceive as good because they allow them to strengthen learning communities (as Tyrer (2019) found for WhatsApp) and receive tutorial guidance (as Amador & Amador (2014) concluded in an ethnographic study on the use of Facebook for this purpose). In Spain, Peña, Rueda and Pegalajar (2018), in a questionnaire given to more than a thousand students from a university in Jaén, found that the students perceive that, "the use of these resources in Higher Education improves socialization among the students, making it easier to resolve doubts, contact different people, and exchange documentation and resources of interest" (p. ...
Young people use social networks extensively in their daily lives, and using social media is, without doubt, the media practice they do the most. Therefore, there are increasing efforts to include students' use of social media outside the classroom into university learning practices. However, there is still very little innovative application of mobile technology and its social networks in Spanish universities. In this article we explore Spanish university students' perceptions of the use of social networks for educational purposes in the classroom. We found students to have an ambivalent perception as they are both critical and approving of using mobile devices in university teaching. We present data from the research project "Media competencies of citizens in emerging digital media in university environments" funded by the Ministry of Economy and Competitiveness of Spain. The study is based on 897 questionnaires given to Spanish university students studying various degrees, as well as four focus groups held in Seville, Madrid, Huelva and Barcelona during the 2017-2018 academic year. The data show that there is little use of social networks for educational and creative purposes in Spanish universities, and formal practices (organized by the teacher) are very different from informal practices (organized spontaneously by students). The latter is the most common among university students and WhatsApp is the most used internal tool, followed far behind by Facebook and Instagram. Students appreciate the direct and immediate communication of these networks, but are concerned about their distracting influence in the classroom and the possibility that teachers could invade their privacy.
... Empirical research on SNTs in and for education has grown exponentially during the last 15 years (Selwyn & Stirling, 2016). Much of the existing research on SNT use in higher education settings has focused on ways in which students harness SNTs for navigating the social aspects of college life (e.g., Amador & Amador, 2014;DeAndrea, Ellison, LaRose, Steinfield, & Fiore, 2012;Wodzicki, Schwämmlein, & Moskaliuk, 2012), rather than on its academic, studyrelated aspects. Empirical work on SNT for academic purposes, on the other hand, consists predominantly of reports on faculty-led initiatives to incorporate SNTs into formal curricula and course work (e.g., Dabbagh & Kitsantas, 2012;Jones, Blackey, Fitzgibbon, & Chew, 2010;Kabilan, Ahmad, & Abidin, 2010;Laru, N֟ aykki, & Jarvela, 2012;Molinillo, Anaya-Sánchez, Aguilar-Illescas, & Vallespín-Arán, 2018). ...
Despite visions of social network technology (SNT) for collaborative knowledge construction, recent research in secondary schools suggest that students use these tools mainly for knowledge sharing of study-related artifacts. We extend these findings to higher education settings and report on two survey studies that map characteristics of students' self-directed use of SNTs for study purposes, in undergraduate university programs (N = 264) and teacher training colleges (N = 449). The combined findings confirm that students use SNTs extensively for uploading, linking and downloading study-related artifacts in peer-directed SNT groups. They regard these practices positively and believe they improve academic achievements. Sharing was predicted by positive attitudes toward sharing and collectivist value orientations, motivated overall by prosocial reasons and less frequent in competitive study programs. Use of shared materials was associated with performance-avoidance achievement goals and lower GPA. Findings, directions for future research and implications are discussed in the context of learning theories, as well the knowledge sharing literature.
... Nikolaou [115] stated that people still prefer to use online internet job boards to find career opportunities rather than using SNS sites. Amador and Amador [116] also stated that individuals do not consider Facebook the right venue to ask information related to their career choice. Dhir et al. [29] also reported an insignificant relationship between career opportunities and intensive Facebook usage. ...
... A study revealed that some students in colleges actively used Facebook to seek help for matters related to academic consultations. These students sent messages to their advisors, wrote on the Facebook wall, and read advisory posts in news feeds [5]. This is because involving Facebook in the world of education makes the students easier to access information effectively [6]. ...
... Barari, 2016;Houlihan & Houlihan, 2014;Dominguez-Whitehead , Whitehead, & Bowman, 2017). Amador and Amador (2014) presented their case study for the use of Facebook to support academic advising, while Clark-Gordon, Workman, and Linvill (2017) highlighted that anonymous information seeking and sharing behaviours do occur frequently among students using other social media platforms. However, none of the existing research has examined whether post-secondary students use their anonymous Facebook Confessions pages for academic purposes, particularly for online help-seeking and other information behaviours that inform their university learning experience. ...
Best Practitioner Paper / Prix du meilleur article par un professionnelThis research examines undergraduate students’ academic help-seeking behaviours by mining anonymous posts from a university Facebook Confessions page. From a dataset of 2,712 public posts, researchers identified 708 Confessions (26.1%) that supported student-student learning exchanges. Using a mixed methods methodology informed by a social constructivist framework, analysis of these social media interactions demonstrates that students use Confessions posts to legitimately inform their undergraduate learning and support their academic experience. Researchers conclude that Facebook Confessions can enable rich academic help-seeking and other information behaviours, and that these sites should be taken seriously by administrators, faculty, researchers, and students.Cette recherche examine les comportements académiques de recherche d'aide des étudiants de premier cycle en procédant à l’extraction de publications anonymes sur une page Facebook de confessions à l’université. À partir d'un jeu de données de 2 712 publications publiques, les chercheurs ont identifié 709 confessions (26,1%) qui étaient en faveur des échanges entre étudiants visant l’entraide dans les apprentissages. En utilisant une méthodologie de méthodes mixtes guidée par un cadre socioconstructiviste, l'analyse de ces interactions sur les médias sociaux démontre que les étudiants utilisent les confessions pour guider légitimement leur apprentissage de premier cycle et soutenir leur expérience académique. Les chercheurs en tirent la conclusion que les confessions Facebook peuvent permettre une recherche d’aide universitaire approfondie et d'autres comportements informationnels, et que ces sites devraient être pris au sérieux par les administrateurs, les professeurs, les chercheurs et les étudiants.
... Roblyer et al. (2010) reported that students used Facebook groups to seek information and preferred to ask their Facebook friends on information related to reference materials and research works instead of going to the library. Amador and Amador (2014) reported that students use Facebook to seek for perspective academic advice and other information on the university academic matters. A study by Chan Lin and Su (2015) showed that students visited university library's Facebook to seek information on current notices and new books promotion. ...
The paper reports on factors that drive students' perceived self-efficacy in information seeking practices through Facebook. The quantitative study employed random sampling of postgraduate students in a higher learning institution. A total of 354 responses were gathered through a self-reported survey. The findings showed four factors, namely, past performance, other's experience, verbal persuasion and psychological state, have statistically significant correlations with students' perceived self-efficacy in information seeking practices through Facebook. Past performance was found to be the most influential factor followed by other's experience. Verbal persuasion and psychological states were the least influential factor. The outcome of the study contributes to the existing literature particularly on the self-efficacy standpoint in social networking sites (SNS) platform. In addition, the findings are relevant to the field of information seeking behaviour especially in providing evidence that people are searching information using Facebook. © 2003, Faculty of Computer Science & Information Technology, University of Malaya.
... There is good evidence in the literature, particularly that from the US, of the value of using appropriate technologies in advising students. Technology-facilitated approaches to communication (e.g. via messaging platforms or social media) can be effective (Amador and Amador 2014). Flipped approaches to personal tutoring harness technology (e.g. ...
Recent years have seen renewed interest in personal tutoring in the UK higher education sector, and many higher education institutions (HEIs) are reconsidering and enhancing their personal tutoring provision. There is limited research into the principles and models of personal tutoring in the UK context and no studies which identify how those operating in a personal tutor role view the best practice recommendations based on their own experience. This paper examines best practice identified in the student success, personal tutoring, and academic advising literature. Personal tutors in UK HEIs were surveyed to determine whether their perceptions of effective tutoring accord with these practices. Significant findings are that all students must have a tutor with whom they meet individually. Tutors must support students in their personal, professional, and academic development and help them to transition into effective study in higher education. The importance of tutor training was also highlighted. The results of this survey are discussed in the light of the recommendations identified in the research literature, the needs of students, and the recommendations of the National Union of Students (NUS) as embodied in the NUS Charter. A set of common principles is offered as the basis of personal tutoring systems in contemporary UK HEIs. These principles seek to define an approach to personal tutoring which effectively supports students and prioritises their personal growth, persistence, and success.
... Due to the important benefits that SNSs can offer in an academic environment, SNSs are also frequently employed in higher education for the purpose of supporting learning (Hamid et al. 2015;Manca and Ranieri 2016). Many researchers have conducted studies on using SNSs in higher education (see Amador and Amador 2014;Bennett et al. 2012;Pursel and Xie 2014;Esteve Del Valle et al. 2017). In the study carried out by Akçayır (2017) investigating the reasons faculty members used SNSs it was found that SNSs are used in higher education because they provide rapid and effective communication, easy sharing of documents, the opportunity for students to create content, the opportunity for easy collaboration, the ability to maintain a discussion/give open-ended answers, and because students found them attractive (in other words, students were highly motivated to use them) and could access them at any time and place through mobile devices. ...
Social network sites (SNSs) has a big potential to improve teaching and learning experience. It has become a necessity for teachers to transfer this technologies to learning environments has become a requirement. For this reason, the use of SNSs in the education process of preservice teachers who are the teachers of the future and examination of variables that have an impact on the acceptance of these technologies are found important. The use of SNSs in teacher education will enable preservice teachers to be more willing to use information technologies and will improve their skills in using these technologies. For the reasons given, in this study, it is aimed to examine the acceptance and use of SNSs by preservice teachers for educational purposes on the basis of unified theory of acceptance and use of technology model. The study was designed according to relational screening model. Study group of the study consists of 274 preservice teachers at a university in 2017. Data were collected via various scales and personal information form at the end of an application process of 14 weeks + 14 weeks. Descriptive statistics, linear multiple hierarchical regression analysis and structural equation model were used in analysing the data. As a result of the study, it was determined that the acceptance of SNSs for educational purposes was affected respectively by social effect, performance expectation and effort expectation, and behavioral intention of using these technologies affected the actual use. Besides, variables of moderators that were effective on acceptance and use were also determined.
Introduction: College advising is one of the most effective services that a university can offer to students. Because of the coronavirus disease 2019 (COVID-19) pandemic, many colleges and universities have converted to online student services. Using technology in advising has been more relevant than ever before. Aim: This study was designed to assess satisfaction with virtual academic advising in the COVID-19 era among nursing students. Design: This study adopted a descriptive, cross-sectional design. Setting: This study was conducted at the Faculty of Nursing, Mansoura University, Egypt. Participants: In this study, 179 first-year nursing students who completed the online electronic survey, were enrolled. Methods: Two tools were used to collect data on the students' satisfaction with virtual advising from October 2020 to December 2020. Data analysis was mainly descriptive. Results: Statistically significant differences in general advising concerns and outreach functions were observed among the students (p < 0.001). Additionally, a statistically significant difference in the perception of virtual advising was observed among the students (p < 0.001). Conclusions: Most students were satisfied with their experience with virtual advising and perceived it as a better way to improve the advising process. Moreover, the students had a positive perception of virtual advising. Recommendation: Universities should incorporate technology in college advising to build a virtual environment that actively supports and enhances the advising system.
The purpose of this study was to share the design and development case of Advising Virtual Assistant (AVA), a chatbot created to provide support in academic advising in higher education. By analyzing participants’ usage data and chatbot performance, we attempted to understand how students engage with AVA to fulfill their advising needs. AVA effectively delegated repetitive and prescriptive advising services thus enabling efficient utilization of human resources. Students’ usage data and chatbot performance data showed increased engagement with academic advising and faster, readily available access to academic advising resources. Additionally, this study presented insights gained from the challenges faced during the integration of the chatbot and suggested directions for future research. The findings of this study are expected to aid academic advisors and university leadership in developing more efficient communication channels via a chatbot that can support the university’s goals.
Seeking academic help has a positive impact on students’ ability to handle challenges, leading to improved academic success. As the academic landscape becomes more competitive, the importance of students seeking and using academic support is widely recognized for enhancing their learning experience and achievements. The main objective of this study is to review the prior literature that has examined the academic support provided to college students, addressing the knowledge and methods required in an academic help-seeking process. Based on a systematic literature review, this study’s data were gathered from a review of 55 documents from the 11 years between 2012 and 2022. The literature was then individually analyzed using the ATLAS.ti 22 programs. The analysis shows five central themes: (1) Defining student help-seeking; (2) Academic help-seeking and academic performance; (3) Resources of academic help-seeking; (4) Factors of academic help-seeking; (5) Academic Help Seeking Online. This study also identifies potential new directions for future research that could be useful to school administrators in developing policies to assist students with help-seeking behavior, which could have significant implications for the theoretical development and practical guidance of student help-seeking behavior.
This study researches the it appropriations that students make to access online study materials, considering their digital practices on social networks from a selfadministered questionnaire (n = 1300), focus groups (n = 22), and an in-depth interview with the school’s Virtual Learning Environment coordinator. The combined application of these techniques confirms that students have created a new technological and netlike scenario by using WhatsApp to communicate and mediate information, transforming their study practices, appropriation of institutional information and formal and informal study materials. Findings, future research and implications are discussed in the context of a virtual learning community that we call: new technological, geographical and social space.
Purpose
The purpose of this study is to describe university students’ motivations for using Facebook as an informal learning tool and explore the key barriers that may inhibit learning on the social media platform.
Design/methodology/approach
A case study approach was adopted in this study. Participants were 82 university students who participated in “e-Tutor” – an informal learning activity, conducted through Facebook. Focus group interviews were conducted, and students’ interactions on Facebook were also analysed to understand their motives for using the social media platform for learning. The uses and gratifications theory was used to explore student motivations for participating in the learning activity.
Findings
Results suggest that students perceived Facebook as a potential tool for learning and identified multiple motivating factors for their participation that included information seeking, convenience, connectedness, entertainment and reward seeking. Results also show that time constraints, social anxiety and cultural issues may inhibit learners’ active participation on social media platforms such as Facebook.
Originality/value
This study outlines an approach to use readily available and low-cost technological tools in learning design and provides some insights for teachers to design ubiquitous and personalised learning environments for students using such technologies, particularly social media. Specifically, Facebook offered a way to engage students in informal learning which can supplement students’ formal learning trajectories at university. While the uses and gratifications students sought through Facebook had an overall positive effect on their participation in e-Tutor activity, certain barriers can impede student active participation in learning environments on social media sites such as Facebook.
Dans le cadre de l’orientation dite « active », les lycéen·nes sont appelé·es à s’informer sur les différentes opportunités qui s’offrent à elles et eux. Si le rôle que jouent les paliers d’orientation dans la production des inégalités en matière de trajectoire scolaire est connu, les modalités concrètes à travers lesquelles les élèves s’informent restent moins étudiées. En particulier, la façon dont ils et elles mobilisent les ressources numériques a jusqu’alors peu été analysée.À partir d’une enquête par questionnaire conduite en 2021-2022 auprès de 766 élèves de deux lycées du Sud-Ouest, complétée par des entretiens, on se propose d’interroger les sources d’informations des lycéen·nes dans leur orientation, de la Seconde à la Terminale, et la place qu’y occupent les ressources numériques. Les usages des élèves sont analysés à travers le prisme du genre et de l’origine sociale, dans l’objectif de voir si l’accès à ces nouvelles ressources renforce, ou au contraire atténue, les clivages existant en termes d’accès à l’information et plus généralement de pratiques liées à l’orientation.
Students' academic advising support is considered important in students' success within a higher education institution. The students support service help students solve academic problems during their study period through direct consultation between students and academic advisors. Currently, such students' academic support services are available online to make the services easier to access. However, limited studies have been conducted to understand factors that affect students' motivation to adopt online academic support services within Islamic universities which practice strong Islamic values. Therefore, the aim of the study is to explore factors that influence Muslim students to adopt and use online academic advising support systems within an Islamic university in Indonesia. We tested five variables to find out factors for Muslim students to adopt and use an online academic advising support system. We recruited 160 students from four faculties within an Islamic university, and then we distributed a five-scale Likert scale online questionnaire. The results of our study show that variables perceived of use, perceived usefulness, perceived interactivity, perceived non-mahram avoidance, and perceived anonymity have significantly influenced the students' intention to adopt and use the online academic advising support systems. Our findings contribute to the understanding that online academic advising support systems can attract more Muslim students to the system within a university. The high rate of web-based academic advising support systems adoption and use might increase the student's academic success and increase the high rate of student retention. This study might contribute to the rampant adoption and use of web-based academic advising support systems within universities in the future.
The use of synchronous communication technology has significantly increased in recent years for communications in online learning and instruction, especially since the COVID-19 pandemic. Synchronous communication technology, such as Zoom, Google Meets, and Microsoft Teams, is widely adopted by academic advisors to continue their advising services as many universities were forced to move their traditional in-person academic advising to remote academic advising (RAA) in an online format. In this context, we explored the knowledge, experiences, and perceptions of students and academic advisors at a state university using synchronous communication technology for RAA during the COVID-19 pandemic. The study includes data collected from 539 sets of data from students and 28 from advisors. Through descriptive data analysis, the study revealed knowledge and a variation of perception gaps among students, in addition to students and academic advisors for RAA. With research results, we discuss the implications for effective RAA, concluding with suggestions for effective uses of synchronous communication technology to conduct RAA for academic advisors.
The research process entitled My Worldlink Online virtual platform as a pedagogical resource to improve the learning of English as a foreign language had a general objective: to show at what level the use of the My Worldlink Online application enhances the teaching of English as a foreign language. The methodology used was of an applied type and its quasi-experimental design. The study population consisted of nine classrooms with twenty students each, and the sample was 40 students from two classrooms, respectively. A test that studies receptive skills (listening and reading comprehension) and two main language systems (grammar and vocabulary) in the English language was used as the data collection instrument. The results of the virtual platform My Worldlink Online considerably improve the learning process reflected in the students' academic performance, highlighting the listening level, vocabulary, grammar, and reading as part of these results. These elements are of considerable value in the process of learning a new language. The statistical analysis of these results was carried out with the SPSS 25 software.
The present study focused on describing the academic advising practices of a group of professors with high scores on their advising performance as evaluated by their higher-education institution. Advising practices were assessed to determine whether they were good practices for standardization and dissemination. The narratives of 23 advisors and 16 students were recorded in eight focus groups by using a qualitative design. Transcripts were analyzed by using coding methods to determine advising views, forms of organization, communication styles, and the conditions in which advising interactions took place. The results showed that some advisor and student practices took place in times and spaces different from what their higher-education institution mandated in its regulation and management policy for advising practices. These practices posed professional and personal risks due to lack of institutional strategies and support. In conclusion, despite high commitment showed by advisors, their advising practices were not considered adequate for their and other higher-education institutions.
The use of online social networks (OSNs) has increasingly attracted attention from scholars’ in different disciplines. Recently, student behaviors in online social networks have been extensively examined. However, limited efforts have been made to evaluate and systematically review the current research status to provide insights into previous study findings. Accordingly, this study conducted a systematic literature review on student behavior and OSNs to explicate to what extent students behave on these platforms. This study reviewed 104 studies to discuss the research focus and examine trends along with the important theories and research methods utilized. Moreover, the Stimulus-Organism-Response (SOR) model was utilized to classify the factors that influence student behavior. This study’s results demonstrate that the number of studies that address student behaviors on OSNs have recently increased. Moreover, the identified studies focused on five research streams, including academic purpose, cyber victimization, addiction, personality issues, and knowledge sharing behaviors. Most of these studies focused on the use and effect of OSNs on student academic performance. Most importantly, the proposed study framework provides a theoretical basis for further research in this context.
Increasing numbers of university students are studying online. Distance learning enrollment in global higher education has increased dramatically in the past two decades due to the ubiquity of technology, increasing diversification and globalization, and use of new advanced technology. The development of online learning programs has focused primarily on implementing educational technology to deliver academic content while enhancing the online learning experience. A significant element for the success of distance education programs is the provision of student support services that are appropriate to the unique needs of distance learners. Technology has facilitated this new era in global higher education making the utilization of technology essential to provide university support for online clients. Student support services are all kinds of services other than the coursework rendered by the institutions to online students/learners to facilitate their success.
Los resultados de este trabajo se enmarcan en el proyecto coordinado de I+D+i denominado “Competencias mediáticas de la ciudadanía en medios digitales emergentes: prácticas innovadoras y estrategias educomunicativas en contextos múltiples”, desarrollado entre los años 2016 y 2019 en 25 universidades españolas. Concretamente, en el subproyecto “Competencias mediáticas de la ciudadanía en medios digitales emergentes en entornos universitarios”. Se han recabado datos entre estudiantes universitarios, a través de cuestionarios y focus groups, para indagar su autopercepción en torno al nivel que poseen en las diversas dimensiones de la competencia mediática y su desarrollo en cada una de ellas. Conocer estos datos relativos a la competencia mediática y la percepción que tienen los estudiantes de la misma permite extraer claves de mejora formativa en el futuro. Los resultados dibujan un panorama aún incierto. De las seis dimensiones principales de la competencia mediática, tan solo la tecnológica parece suficientemente cubierta, aunque los propios estudiantes demandan formación en este ámbito. En el resto, parecen reproducirse las carencias habituales de la educación mediática tradicional en entornos analógicos.
Increasing numbers of university students are studying online. Distance learning enrollment in global higher education has increased dramatically in the past two decades due to the ubiquity of technology, increasing diversification and globalization, and use of new advanced technology. The development of online learning programs has focused primarily on implementing educational technology to deliver academic content while enhancing the online learning experience. A significant element for the success of distance education programs is the provision of student support services that are appropriate to the unique needs of distance learners. Technology has facilitated this new era in global higher education making the utilization of technology essential to provide university support for online clients. Student support services are all kinds of services other than the coursework rendered by the institutions to online students/learners to facilitate their success.
Internships provide a concrete opportunity for students to apply theories that they have learned in the classroom in workplace contexts.
The education system has undergone a substantial change, it has gone from a teaching 1.0, centered on the teacher as a transmitter of knowledge, to a 2.0 system in which the student assumes an active role. Moreover we could even say that we are in a scenario 3.0, where communication manifests itself in all directions, with a growing role of the exchange of knowledge among equals through participatory and collaborative teaching. The implementation of this system requires new means and this is where the use of social networks takes center of the stage in the teaching-learning process. Facebook is revealed as the most popular social media among university students. Its application in teaching through this experience of innovation, has allowed to measure the positive impact of its use in the acquisition of competences in the Degree in Business Administration and Management. This could be applied extendable to other university studies.
Introduction. This research investigates the information behaviour of undergraduate students seeking academic help via anonymous posts to a university Facebook Confessions page. While Confessions pages have gained popularity in post-secondary contexts, their use for educational purposes is largely unexplored. Method. Researchers employed a mixed methods content analysis to investigate information behaviour and the thematic contents of the 2,712 confessions posted during one academic year. Analysis. Using generic qualitative strategies informed by constructivist grounded theory, as well as quantitative descriptive statistical procedures, researchers found that 708 (26.1%) of these confessions supported various student-student learning exchanges. Results. Qualitative analysis demonstrated that students use Facebook Confessions to inform their undergraduate learning and support their academic experience through four main types of information behaviour: help seeking, advice giving, information seeking, and moderating behaviours. Quantitative analysis of the distribution and frequency of these types illustrated a range of information needs during particular times of the academic year. Conclusions. While Facebook Confessions can enable rich peer-to-peer academic help seeking and other information behaviour, those in official post-secondary education roles should use caution when considering whether to engage in student-driven social media spaces. Recommendations include further development of students' digital literacies for social media.
Esta investigación mixta tiene como objetivo analizar el uso de la red social Facebook en las asignaturas Matemáticas Computacionales y Estadística Básica Aplicada durante el ciclo escolar 2017 por medio de la ciencia de datos (técnica árbol de decisión). La muestra está compuesta por 54 estudiantes de las Licenciaturas de Administración, Informática, Mercadotecnia y Comercio. La técnica árbol de decisión permite identificar 8 modelos predictivos sobre la interacción y comunicación de los alumnos en la red social Facebook durante el proceso de enseñanza y aprendizaje. Asimismo, el enfoque cualitativo analiza el uso de esta red social considerando las variables sobre el punto de encuentro, la distribución de los contenidos, la motivación, la herramienta de apoyo en el aprendizaje y la satisfacción. Los resultados señalan que Facebook es una herramienta que facilita el proceso de enseñanza y aprendizaje en el campo de las matemáticas. De hecho, la regresión lineal indica que la publicación de las tareas, el envío de los mensajes entre los estudiantes, la creación de los comentarios en el muro y la consulta de videos en esta red social influyen positivamente en la interacción y comunicación de los estudiantes durante el proceso de enseñanza y aprendizaje. Por consiguiente, este estudio cualitativo y cuantitativo recomienda la incorporación de la red social Facebook en las actividades escolares con el propósito de innovar las prácticas educativas.
Objectives
The aim of this review is to describe academic advising schemes at the undergraduate level, examine the perspectives of advisors and advisees towards the schemes, and explore the implications of academic advising in undergraduate and nursing education.
Design
A systematic review was conducted of the protocol of PRISMA-P.
Data sources
Six electronic databases were searched for journal articles, namely, Academic Search Premier, CINAHL, ERIC, Medline, Teacher Reference Center, and Scopus.
Review methods
A total of 6189 articles were examined, and 37 empirical studies were included in the final review. The Mixed Methods Appraisal Tool (MMAT) was used to assess the eligibility of studies for inclusion in the review.
Results
The review involved summarizing and categorizing the components of existing academic advising schemes, analysing the perspectives of advisors and advisees, and identifying four aspects of the perspectives of advisees: their experiences, preferences, benefits gained from the scheme, and barriers to seeking help from advisors. Six issues relating to academic advising schemes were discussed: insufficient information about the schemes, the means of communication used in the process of advising, the issue of time management for both advisors and advisees, a lack of training for advisors, the evaluation of the outcomes of advising, and the implications for nursing education.
Conclusions
Advisors and advisees held positive views of the scheme. Academic advising benefited students and advisors, even as some barriers were identified. It is suggested that sufficient training, better time management, and the utilization of different tools for communication are needed to increase the effectiveness of academic advising. Further studies should be conducted to investigate the effects of different elements of the scheme on the outcome of advising.
Fundamental to the future of academic advisement services is the incorporation of technology. Forces outside as well as inside the academy are driving administrators toward technical solutions to advisement and retention challenges. During a time when service improvement is a goal, the incorporation of technology causes dilemmas for administrative staff, as the extensive use of technology in a service industry such as academic advisement and counseling is viewed by some as too cold and impersonal (Stedman, 1995). The challenge then is to incorporate technology to achieve efficiency while controlling it so it does not become intrusive in processes where student interaction is at stake.
This publication contains reprint articles for which IEEE does not hold copyright. Full text is not available on IEEE Xplore for these articles.
This study examined 86 teacher candidates’ use of help seeking strategies and beliefs for preparing to pass a state certification examination. Using cluster analysis, we identified three different kinds of help seekers among the participants. One of the clusters represented teacher candidates for whom help seeking was an important and adaptive self-regulatory strategy and essential to their successful academic performance. The other two clusters represented the group of teacher candidates who had help-avoidance tendencies, but they were different in that for one group, seeking help implied inadequate use and maladaptive self-regulatory strategies while for the other, coping and adaptive self-regulatory strategies were utilized to ask for help when needed. The results revealed that students’ tendencies for help seeking vary according to their teacher’s self-efficacy beliefs, and use of self-regulatory strategies, such as delay of gratification. These findings suggested that help seeking is indeed a self-regulatory learning strategy used by learners to pursue valuable academic goals, and that differences do exist in approaches to help avoidance.
Two studies examined associations between college students' help seeking and perceptions of their classes' achievement goal structure. Study 1 established that students' help seeking (N = 883 in 6 chemistry classes) could be parsimoniously described by distinct approach (intentions to seek autonomous help from teachers) and avoidance patterns (threat, avoidance intentions, seeking expedient help). In Study 2, after controlling for students' personal achievement goal orientations (N = 852 in 13 psychology classes), within-class differences in perceived class emphasis on mastery positively predicted help-seeking approach and negatively predicted help-seeking avoidance patterns, whereas perceived class emphasis on performance-avoid goals positively predicted help-seeking avoidance. Students in classes with greater perceived emphasis on performance-avoid goals had higher levels of help-seeking avoidance patterns. Results complement previous research on help seeking and achievement goals with younger learners and provide support for the role of classroom achievement goal structure in student motivation and performance. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Correlates of help seeking among college students were examined. In the 1st study (
N = 612), college students' help-seeking tendencies, given the prospect of poor performance, were (a) directly related to their rated likelihood of engaging in instrumental achievement activities, (b) directly related to persistent global self-esteem, and (c) inversely related to students' perceptions that seeking help is threatening. In Study 2 (
N = 541), help seeking was directly related to the use of cognitive, metacognitive, and resource management learning strategies. Study 3 (
N = 386) replicated the results of Study 2 and also found that correlations between help seeking and learning strategy use were unchanged when controlling for individual differences in the perceived threat to self-esteem posed by help seeking. Evidence from all 3 studies is consistent with viewing help seeking in an academic context as an achievement-related rather than as a dependent behavior. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Social networking sites (e.g., MySpace and Facebook) are popular online communication forms among adolescents and emerging adults. Yet little is known about young people's activities on these sites and how their networks of “friends” relate to their other online (e.g., instant messaging) and offline networks. In this study, college students responded, in person and online, to questions about their online activities and closest friends in three contexts: social networking sites, instant messaging, and face-to-face. Results showed that participants often used the Internet, especially social networking sites, to connect and reconnect with friends and family members. Hence, there was overlap between participants' online and offline networks. However, the overlap was imperfect; the pattern suggested that emerging adults may use different online contexts to strengthen different aspects of their offline connections. Information from this survey is relevant to concerns about young people's life online.
Abstract Social network,sites,(SNSs) are increasingly attracting the attention of academic,and,industry researchers intrigued by their affordances and reach.,This special theme section of the,Journal,of Computer-Mediated,Communicationbrings ,together scholarship on these emergent phenomena.,In this introductory article, we describe features of SNSs and propose a comprehensive definition. We then present one perspective on the history of such sites, discussing key changes and developments. After briefly summarizing existing scholarship concerning SNSs, we discuss the articles,in this special section and conclude with considerations for future,research.
Utilizing generational theory, we explored the relationship between Millennial characteristics and students’ major selection and academic advising experiences. We conducted focus groups of students with senior standing at a private, midwestern university, and we utilized a closed coding technique to analyze the qualitative data. Consistent with documented Millennial traits, participants expressed a sense of specialness as well as conventional motivation, optimism, and a need to feel protected. The findings suggest that academic advisors should acknowledge and at times accommodate these Millennial characteristics when working with students. More specifically, we suggest a split-model advising system as a way to optimize the advising experiences of Millennial students.
For this study, 361 first-year undergraduate students (132 males, 229 females) completed the Learning Orientation-Grade Orientation Scale (Eison, Pollio, & Milton, 1986), Academic Advising Inventory (Winston & Sandor, 1984), and two help-seeking scales (Karabenick & Knapp, 1991), to determine whether educational orientation, gender, academic performance, and help-seeking attitudes and tendencies directly or indirectly predicted preferences for advising received from professors. Results have implications for providing academic advising to students who may not feel comfortable approaching faculty for help.
In a study of 716 undergraduates, White students reported higher cultural congruity, more positive perceptions of the university environment, and more positive help-seeking attitudes than racial and ethnic minority students. A cultural context variable cluster accounted for help-seeking attitudes for females and both socioracial groups. Implications for student services are also discussed.
Previous research on advising outreach, including intrusive or proactive advising, suggests required advising improves contact frequency, student retention, and academic achievement, especially for students on probation. We show results of a 4-year randomized trial of 501 students at an urban state university. One half the cohort received advising outreach every semester of enrollment. The other half received typical university announcements about advising but no additional outreach. Advising outreach increased student contact with professional advisors but offered minimal support for outreach to improve retention. Future researchers should continue evaluating advising outreach and proactive advising to improve student success.
In this article, we describe a continuum of responsibilities shared by faculty and nonfaculty academic advisors as well as personal counselors at 4-year colleges and universities. After addressing terminology, we describe a continuum of issues that advisors and counselors routinely address and identify some triggers that might suggest that a referral from an advisor to a trained counselor is warranted.
Relative emphasis: *practice, theory, research
With social networking sites playing an increasingly important role in today's society, educators are exploring how they can be used as a teaching and learning tool. This article reports the findings of a qualitative case study about the integration of Ning into a blended course. The study draws on the perspectives of the students, the instructor and an outside observer to explore the intended and unintended outcomes of Ning use. As intended by the instructor, the site effectively served as an information repository and the blogs and discussion forums promoted reflection and review of each other's work. Unintended outcomes included community building and modeling, both of which are types of vicarious interaction that fall into the category of pedagogical lurking.
Teachers at two urban elementary schools with a history of low student achievement in reading met in weekly study groups to engage in structured dialogue about teaching practice. These groups were established through the support of the Urban Literacy Institute, a joint project of Wright State University in Dayton, Ohio, and the Dayton, Ohio, Public Schools. Hollins reports on the transformation of teaching practices and school culture that transpired, especially among teachers who stayed in the groups for three years. Most participating teachers initially subscribed to the belief that teaching practices are generic and universal, and that all students will respond to teaching in the same way. Teachers tended to work in isolation. Through sharing successes, challenges, and approaches to overcoming challenges, these teachers developed an understanding of the relationship among instructional practice, student characteristics, and learning outcomes. They also gained a sense of collective responsibility and a modus operandi for working more collaboratively. Students' reading scores improved dramatically in one of the schools.
Social networking sites such as Facebook and MySpace have been subject to much recent debate within the educational community. Whilst growing numbers of educators celebrate the potential of social networking to (re)engage learners with their studies, others fear that such applications compromise and disrupt young people's engagement with ‘traditional’ education provision. With these ongoing debates in mind, the current paper presents an in‐depth qualitative analysis of the Facebook ‘wall’ activity of 909 undergraduate students in a UK university. Analysis of these data shows how much of students' education‐related use of this social networking application was based around either the post‐hoc critiquing of learning experiences and events, the exchange of logistical or factual information about teaching and assessment requirements, instances of supplication and moral support with regards to assessment or learning, or the promotion of oneself as academically incompetent and/or disengaged. With these themes in mind, the paper concludes that rather than necessarily enhancing or eroding students' ‘front‐stage’ engagement with their formal studies, Facebook use must be seen as being situated within the ‘identity politics’ of being a student. In particular, Facebook appears to provide a ready space where the ‘role conflict’ that students often experience in their relationships with university work, teaching staff, academic conventions and expectations can be worked through in a relatively closed ‘backstage’ area.
Given the impact that university professors as advisors can have on student's experiences in the university and the importance of educational orientation in students' academic and career goals, the author examined the relationship between students' gender, age, grades, and educational orientation (grades vs learning), and the style and content of advising that students had received from faculty. These student variables were also used to predict the style and content of advising that students preferred from faculty. The sample included 34 male and 47 female Canadian undergraduates who were administered the Academic Advising Inventory, the Learning Orientation-Grade Orientation Scale II, and scales for satisfaction and advising style and activities. Results show that not all students received the style and content of advising that they would prefer to receive from faculty. Ss had received only minimally developmental academic and career advising, and the frequency of advising activities was significantly lower than the preferred frequency. Student variables did predict student preferences. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Case studies are a common way to do qualitative inquiry. Case study research is neither new nor essentially qualitative. Case study is not a methodological choice but a choice of what is to be studied. If case study research is more humane or in some ways transcendent, it is because the researchers are so, not because of the methods. By whatever methods, we choose to study the case. We could study it analytically or holistically, entirely by repeated measures or hermeneutically, organically or culturally, and by mixed methods--but we concentrate, at least for the time being, on the case. The focus in this chapter is a qualitative concentration on the case. The name "case study" is emphasized by some of us because it draws attention to the question of what specially can be learned about the single case. That epistemological question is the driving question of this chapter: What can be learned about the single case? I will emphasize designing the study to optimize understanding of the case rather than to generalize beyond it. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examined the effects of race and gender on the relationship between cultural congruity, perceptions of the university environment, and help-seeking attitudes. 318 White and 385 racial and ethnic minority college students (aged 17–56 yrs) completed questionnaires concerning demographic characteristics, help seeking, and perceptions of counseling, cultural congruity, and university environment. Results show that White Ss reported higher cultural congruity, more positive perceptions of the university environment, and more positive help-seeking attitudes than did racial and ethnic minority Ss. A cultural context variable cluster accounted for help-seeking attitudes for females and both socioracial groups. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Providing a complete portal to the world of case study research, the Fourth Edition of Robert K. Yin's bestselling text Case Study Research offers comprehensive coverage of the design and use of the case study method as a valid research tool. This thoroughly revised text now covers more than 50 case studies (approximately 25% new), gives fresh attention to quantitative analyses, discusses more fully the use of mixed methods research designs, and includes new methodological insights. The book's coverage of case study research and how it is applied in practice gives readers access to exemplary case studies drawn from a wide variety of academic and applied fields.Key Features of the Fourth Edition Highlights each specific research feature through 44 boxed vignettes that feature previously published case studies Provides methodological insights to show the similarities between case studies and other social science methods Suggests a three-stage approach to help readers define the initial questions they will consider in their own case study research Covers new material on human subjects protection, the role of Institutional Review Boards, and the interplay between obtaining IRB approval and the final development of the case study protocol and conduct of a pilot case Includes an overall graphic of the entire case study research process at the beginning of the book, then highlights the steps in the process through graphics that appear at the outset of all the chapters that follow Offers in-text learning aids including 'tips' that pose key questions and answers at the beginning of each chapter, practical exercises, endnotes, and a new cross-referencing tableCase Study Research, Fourth Edition is ideal for courses in departments of Education, Business and Management, Nursing and Public Health, Public Administration, Anthropology, Sociology, and Political Science.
Traditional approaches to the study of young children's behavior in helping relationships are examined and criticized as inadequate because they have failed to represent the child's perspective from the role of “active helpee” (i.e., help-seeker in such relationships). By failing to look at helping from the perspective of the one who seeks help, researchers have neglected to pursue an important lead in understanding why some children are able to learn and progress independently when confronted with the same obstacles that serve to defeat other children. This article focuses on instrumental help-seeking defined as an active, complex social-cognitive activity that is essential to learning and achievement. In the first sections of this article, it is argued that instrumental help-seeking can be formally distinguished from passive dependency as well as from the actual giving and receiving of help. In following sections, a heuristic model of the help-seeking process is offered, prior research relevant to the model is reviewed, and ideas for research on help-seeking in children are suggested within the framework of this model.
Social Networking Sites (SNSs) such as Facebook are one of the latest examples of communications technologies that have been widely-adopted by students and, consequently, have the potential to become a valuable resource to support their educational communications and collaborations with faculty. However, faculty members have a track record of prohibiting classroom uses of technologies that are frequently used by students. To determine how likely higher education faculty are to use Facebook for either personal or educational purposes, higher education faculty (n = 62) and students (n = 120) at a mid-sized southern university were surveyed on their use of Facebook and email technologies. A comparison of faculty and student responses indicate that students are much more likely than faculty to use Facebook and are significantly more open to the possibility of using Facebook and similar technologies to support classroom work. Faculty members are more likely to use more “traditional” technologies such as email.
Newer communication technologies are a regular part of students' lives. It is important to understand how and why students are using these technologies in order to best serve them and improve educational outcomes.
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