IMPACT & CHALLENGES - NACADAapps.nacada.ksu.edu/apps/intlconf_media/uploads/... · Integrating technologies into advising tools Promoting for a digital relationship with students

IMPACT & CHALLENGES

Who are we?

Abdulla HumranWeb Content Editor

Chithira JohnsonSection Head of Retention

Rizwan GitayRetention Coordinator

11/23/2014 Abdulla Humran, Chithira Johnson, & Rizwan Gitay - Qatar University 2

Welcome

Academic Advising and Help Seeking Forces Impacting Use of Technology in Advising National Statistics and Perception of Stakeholders Discussion Panel I

Technological Tools Used in QU Discussion Panel II

Advantages and Challenges of using Technology in Advising Take Home Message Discussion Panel III


Structure of the Session

Definition of Advising:

“ Advising can be defined as a process that falls along a continuum from prescriptive advising, involving course selection assistance, to developmental advising on the other extreme…..it is conceived as a collaborative process in which advisors help students to develop and realize their educational, career,

and personal goals” (Kuhn, Gordon, & Webber, 2006).

Factors affecting help-seeking behavior: Preconceived ideas about the advising process coupled with personal

backgrounds. (White & Bembenutty, 2013) Culture, gender, and age (Gloria, Hind, & Navarro, 2001) Students motivational orientation (Alexitch, 1997) Students academic orientation (Alexitch, 2002)

Academic Advising and Help Seeking

11/23/2014 Abdulla Humran, Chithira Johnson, & Rizwan Gitay -Qatar University 4

Engaging students through use of technology

“ If advisors want to engage students, to build meaningful relationships with them, then they must come to understand the

methods of communication that students naturally find engaging” (Lipschultz & Musser, 2007).

Academic Advising and Help Seeking (Contd.)



Forces Impacting Use of Technology in Academic Advising

Expectations of our students (Lewandowski, 2001)

Ease of incorporation Manage student records more efficiently The need for improved information

about students and the institution The advancement in communication

technologies, e.g. email, the Internet, instant messaging, social media, etc.

Qatar moving towards becoming a technologically-driven nation


Qatar’s ICT Landscape 2014 Statistics

Source: Digital Landscape: Middle East, North Africa ,& Turkey. http://wearesocial.net/blog/2014/07/social-digital-mobile-middle-east/


Qatar’s ICT Landscape 2014 Statistics (Contd.)

Source: Ministry of Information & Communication Technology , Qatar; Qatar’s ICT Landscape 2014- Households & Individuals http://www.ictqatar.qa/en/documents/document/qatars-ict-landscape-2014-households-and-individuals

11/23/2014 Abdulla Humran, Chithira Johnson, & Rizwan Gitay - Qatar University

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Qatar’s ICT Landscape 2014 Statistics (Contd.)

ADVISOR - STUDENT Usage of Technology at QU


Use of Technology at Qatar University for Advisement Services


69%

98%

92%

87%

87%

Laptop

Wi-Fi

Smartphone

Mobile application

Learning ManagementSystem

STUDENT- Daily %

90.0%

80.0%

95.0%

80.0%

80.0%

Desktop computer

Laptop

Wifi

Smartphone

Scheduling softwaree.g. appointmentmanager

ADVISOR-Daily %

During the current or previous academic year, how often have you used the following technologies tools in your college practice?



ADVISOR - Daily (%)

100.0%

100.0%

90.0%

95.0%

95.0%

Email

Microsoft Office

Degree audit system-myBanner

Phone

Face-to-Faceinteraction

91%

84%61%

53%

83%

STUDENT– Daily (%)

Email

InstantMessaging/Online chat(e.g. WhatsApp, Viber)Photo-sharing websitee.g. Flickr , Instagram

Microsoft Office

Learning ManagementSystem e.g. Blackboard

Please identify how frequently you use these technologies.


11/23/2014 Abdulla Humran, Chithira Johnson, & Rizwan Gitay -Qatar University

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96.8%

1.6%0.8%

0.8%

Allows me to connect to other students

Strongly Agree (%) +Agree (%)

Disagree (%)

Strongly Disagree (%)

Not Applicable (%)

96.8%

2.4% 0.0% 0.8%

Allows me to connect to my instructors

Strongly Agree(%) + Agree (%)Disagree (%)

Strongly Disagree(%)Not Applicable(%)

80.6%

9.7%2.8% 6.9%

Allows me to connect to my advisor

Strongly Agree (%)+ Agree (%)

Disagree (%)

Strongly Disagree(%)

Not Applicable(%)

77.3%

11.7%1.6% 9.3%

Allows me to schedule for advising appointments

Strongly Agree (%)+ Agree (%)

Disagree (%)

Strongly Disagree(%)

Not Applicable (%)

STUDENT PERSPECTIVE


Discussion Panel IQ1. What are the factors influencing the usage of technology on your campus?

Q2. Have you had a chance to assess the usage of technology?

Q3. Did the results inform you of any corrective measures to enhance the use of technology?

QU Portal (myAcademics Tab)


Overview of Technologies Used in Advisement Services at QU

Center for Academic Advising Website


Overview of Technologies Used in Advisement Services at QU (Contd.)

Social Media – Facebook, Twitter, and Instagram



Blackboard Communities





Add the slide pic from the slide above



Appointment Manager



Appointment Manager





Email, SMS, and phone (voice messages) Email broadcast listserv to certain major or cohort Student Referral System INB (Internet Native Banner) GPA Calculator Degree Auditing / Evaluation Viewing / Placing / Removing Holds Transcripts and Information Sheets


Other Technologies Used in QU


Discussion Panel IIQ1. What kind of technologies you use in Academic Advisement services?

Q2. How do you use technology for assessment of learning outcomes (advisors and students)?

Digital Natives VS Digital Immigrants


Advantages and Challenges of Using Technology in Academic Advising

Complements academic advising to

impact student success: Enhances the student-advisor

face-to-face relationship Identifies and tracks students in

need of academic support Fast, cost-effective and available

24/7. Reduce manpower and time for

data collection. Increases student engagement in

campus life (Heiberger & Harper, 2008)


Advantages of Using Technology in Academic Advising

Technology competency for advisors and students

and the difficulty of accepting and adjusting to new technology.

Meeting students “where they are” and engaging them on their online spaces (Junco, 2010)

Delivering consistent and accurate information. (Steele & Carter, 2002)

Selecting the appropriate technology is little difficult. (Steele, 2014).

Setting up boundaries on social media while maintaining a professional relationship.

Censorship of information Reliability of technology usage during peak hours


Challenges of Using Technology in Academic Advising

Advisors’ Competency: Test advisors before hiring (Stoller, 2009) Get them started with technology instead of expecting them

to make that step on their own Professional development Motivation, encouragement and incentives Ask them to gradually attempt new technology

Students’ Competency: Teach them how to use technology Inform them of new advising tools and systems Use the same language of communication as possible


Overcoming the Challenges

Use technology to encourage, not replace, face-to-face

meetings with students (Boatright & Morokoff, n.d) Meet students “where they are” through: Integrating technologies into advising tools Promoting for a digital relationship with students through: More general societal awareness and openness to using

social media Institutional desire to connect using technologies (Junco,

2010) Explore fresh ways to reach students through newer online

channels Select the technology tools that achieve academic advising

outcomes (Steele, 2014)


Overcoming the Challenges (Contd.)

Remember

Technology complements academic advising when used as a tool to achieve Student Learning Outcomes

(SLO).

Technology ≠ Student Success Academic Advising technology student success


Take Home Message


Discussion Panel IIIQ1. Did you face any challenges while integrating technology with Academic Advising?

Q2. How did you overcome these challenges?

Q3. Any recommendations, suggestions, or questions?


Boatright , Morokoff (n.d.). Using new Technologies in Academic Advising [PowerPoint slides]. Retrieved from

http://www.uri.edu/uc/pdf/File_2psychadvisingtechnologyLYONS.pdf Cunningham, B. (2007). Digital Native or Digital Immigrant, Which Language Do You Speak? Retrieved from:

http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Digital-Natives.htm Dadgar, M., Nodine, T., Bracco, K. R. and Venezia, A. (2014), Strategies for Integrating Student Supports and Academics. New Directions for Community

Colleges, 2014: 41–51. Retrieved from: http://0-onlinelibrary.wiley.com.mylibrary.qu.edu.qa/doi/10.1002/cc.20109/pdf Gordon, V. N., Habley, W. R., & Grites, T. J. (Eds.). (2011). Academic advising: A comprehensive handbook. John Wiley & Sons. Junco, R. (2010). Using emerging technologies to engage students and enhance their success. Academic Advising Today, 33(3). Retrieved from:

http://www.nacada.ksu.edu/Resources/Academic-Advising-Today/View-Articles/Using-Emerging-Technologies-to-Engage-Students-and-Enhance-Their-Success.aspx

Larusson, J. A., & White, B. (Eds.). (2014). Learning Analytics: From Research to Practice. New York & Berkeley, USA: Springer. Boatright , Morokoff (n.d.). Using new Technologies in Academic Advising [PowerPoint slides]. Retrieved from

http://www.uri.edu/uc/pdf/File_2psychadvisingtechnologyLYONS.pdf Cunningham, B. (2007). Digital Native or Digital Immigrant, Which Language Do You Speak? Retrieved from:

http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Digital-Natives.htm Dadgar, M., Nodine, T., Bracco, K. R. and Venezia, A. (2014), Strategies for Integrating Student Supports and Academics. New Directions for Community

Colleges, 2014: 41–51. Retrieved from: http://0-onlinelibrary.wiley.com.mylibrary.qu.edu.qa/doi/10.1002/cc.20109/pdf Gordon, V. N., Habley, W. R., & Grites, T. J. (Eds.). (2011). Academic advising: A comprehensive handbook. John Wiley & Sons. Junco, R. (2010). Using emerging technologies to engage students and enhance their success. Academic Advising Today, 33(3). Retrieved from:

http://www.nacada.ksu.edu/Resources/Academic-Advising-Today/View-Articles/Using-Emerging-Technologies-to-Engage-Students-and-Enhance-Their-Success.aspx

Larusson, J. A., & White, B. (Eds.). (2014). Learning Analytics: From Research to Practice. New York & Berkeley, USA: Springer. Alexitch, L. R. (1997). Students' educational orientation and preferences for advising from university professors. Journal of College Student Development, 38,

333–343. Alexitch, L. R. (2002). The role of help-seeking attitudes and tendencies in students' preferences for academic advising. Journal of College Student

Development, 43, 5–19. Alexitch, L. R. (2006). Help seeking and the role of academic advising in higher education.(2005). In S. A. Karabenick, & R. S. Newman (Eds.), Help seeking in

academic setting: Goals, groups, and contexts (pp. 175–202).Mahwah, NJ: Lawrence Erlbaum Associates.


Bibliography

Kuhn, T. K., Gordon, V. N., & Webber, J. (2006). The advising and counseling continuum: Triggers for referral. NACADA Journal, 26, 24–31. Schwebel, D., Walburn, N., Klyce, K., & Jerrolds, K. (2012). Efficacy of advising outreach on student retention, academic progress and achievement, and

frequency of advising contacts: A longitudinal randomized trial. NACADA Journal, 32, 36–43. White, M., & Bembenutty, H. (2013). Not all avoidance help seekers are created equal: Individual differences in adaptive and executive help seeking. SAGE

Open, 3, 1–14. Junco, R. (2010). Using emerging technologies to engage students and enhance their success. Academic Advising Today, 33. Lipschultz,W., & Musser, T. (2007). Instant messaging: Powerful flexibility and presence. Retrieved December 12, 2010, from the NACADA Clearinghouse of

Academic Advising Resources Website. http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Instant-Messaging.htm Junco, R., & Cole-Avent, G. A. (2008). An introduction to technologies commonly used by college students. In R. Junco, & D.M. Timm (Eds.), Using emerging

technologies toenhance student engagement (pp. 3–18). Jossey-Bass: San Francisco. Montag, T., Campo, J., Weissman, J., Walmsley, A., & Snell, A. (2012). In their own words: Best practices for advising millennial students about majors.

NACADA Journal, 2, 26–35. Multari, R. J. (2004). Integrating technology into advisement services. The Mentor, 26, (Retrieved December 12, 2010, from

http://www.psu.edu/dus/mentor/040107rm.htm) Stoller E.(2009, November 29). Academic Advising + Technology. Post posted to http://ericstoller.com/blog/2009/11/29/academic-advising-technology/


Bibliography (Contd.)

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