Course-Embedded Advising for International Students: Opportunities for Engagement Building
DOI:
https://doi.org/10.33423/jhetp.v24i6.7020Keywords:
higher education, course-embedded advising, international students, engagement, online education, online teaching, access to education, quality in online educationAbstract
This pilot involved the implementation of a course-embedded advising model in a graduate level ethics course of a small international university. Online education has been employed to reduce the effects of massification and target resources (Franco et al., 2019; Yann & Ibrahim, 2020) with the aim of increasing assess to education in underserved and developing countries. Online education improves access but access alone does not suffice. Quality in online courses, determined in part by engagement, is one factor that may address inequity of access Adarkwah (2021). Lessons learned and future directions are discussed in the context of Self-Determination Theory.
References
Adarkwah, M.A. (2021). “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19. Education and Information Technologies, 26(2), 1665–1685. https://doi.org/10.1007/s10639-020-10331-z
Agormedah, E.K., Henaku, E.A., Ayite, D.M.K., & Ansah, E.A. (2020). Online learning in higher education during COVID-19 pandemic: A case of Ghana. Journal of Educational Technology and Online Learning, 3(3), 183–210. DOI: 10.31681/jetol.726441
Allen, I.E., & Seaman, J. (2014). Grade change: Tracking online education in the United States. Retrieved from http://sloanconsortium.org/publications/survey/gradechange2013
Aruleba, K., Jere, N., & Matarirano, O. (2022). Technology adoption readiness in disadvantaged universities during COVID-19 pandemic in South Africa. International Journal of Higher Education, 11(2), 172–180. https://doi.org/10.5430/ijhe.v11n2p172
Askar, A., Adawiyah, A., & Nurdin, N. (2021). Understanding students’ psychological distress complaints through online academic advising support. Medico-Legal Update, 21(3). https://doi.org/10.37506/mlu.v21i3.2978
Bailey, T., & Brown, A. (2016). Online student services: Current practices and recommendations for implementation. Journal of Educational Technology, 44(4), 450–462.
Barcus, H., & Werner, C. (2017). Choosing to stay: (Im)Mobility decisions amongst Mongolia’s ethnic Kazakhs. Globalizations, 14(1), 32–50. DOI: 10.1080/14747731.2016.1161038
Barnett, G.A.M., Lee, K., & Park, H.W. (2016). The flow of international students from a Macro perspective: A network analysis. Compare: A Journal of Comparative and International Education, 46(4), 533–559. DOI: 10.1080/03057925.2015.1015965
Boughey, C., & McKenna, S. (2021). Understanding higher education: Alternative perspectives. In African Minds. Retrieved from https://library.oapen.org/handle/20.500.12657/51123
Breines, M.R. , Raghuram, P., & Gunter, A. (2019). Infrastructures of immobility: Enabling international distance education students in Africa to not move. Mobilities, 14(4), 484–499. https://doi.org/10.1080/17450101.2019.1618565
Butcher, N.C., Latchem, M., & Levey, L. (2011). Distance education for empowerment and development in Africa. Distance Education, 32(2), 149–158. doi: 10.1080/01587919.2011.584844
Caligiuri, P., DuBois, C.L.X., Lundby, K., & Sinclair, E.A. (2020). Fostering international students’ sense of belonging and perceived social support through a semester-long experiential activity. Research in Comparative and International Education, 15(4), 357–370. DOI: 10.1177/1745499920954311
Callo, E., & Yazon, A. (2020). Exploring the factors influencing the readiness of faculty and students on online teaching and learning as an alternative delivery mode for the new normal. Universal Journal of Educational Research, 8(8), 3509–3318. DOI: 10.13189/ujer.2020.080826
Chen, S., Basma, D., Ju, J., & Ng, K. (2020). Opportunities and challenges of multicultural and international online education. Professional Counselor, 10(1), 120–132. doi:10.15241/syc.10.1.120
Chiu, T.K.F. (2022). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(1), 14–30. DOI: 10.1080/15391523.2021.1891998
Craft, C., Augustine-Shaw, D., Fairbanks, A., & Adams-Wright, G. (2016). Advising doctoral students in education programs. NACADA Journal, 36(1), 54–66.
Dennis, M., Fornero, S., Snelling, J., Thom, S., & Surles, J. (2020). Evaluating student perceptions of a course-embedded faculty advising model. Journal of Strategic Innovation and Sustainability, 15(6), 10–21. https://doi.org/10.33423/jsis.v15i6.3592
Dennis, M., Halbert, J.D., & Fornero, S. (2022). Structured development and support for online adjunct faculty: Case studies and best practices. In S. Kumar, & P. Arnold (Eds.), Quality in online programs: Approaches and practices in higher education. Leiden, Netherlands, Brill. DOI: 10.1163/9789004510852_012
Engelbrecht, W.H. (2022). Consistency in leadership during a pandemic: Managing academics at a private higher education institution in South Africa. IntechOpen. DOI:10.5772/intechopen.102858
Ferguson, B.T., McKenzie, J., Dalton, E.M., & Lyner-Cleophas, M. (2019). Inclusion, universal design and universal design for learning in higher education: South Africa and the United States. African Journal of Disability, 8(1), 1–7. https://doi.org/ 10.4102/ajod.v8i0.519
Fiore, T.D., Heitner, K.L., & Shaw, M.E. (2019). Academic advising and online doctoral student persistence from coursework to independent research. Online Journal of Distance Learning Administration, 22(3), 111–122. Retrieved from https://ojdla.com/archive/fall223/fiore_heitner_shaw223.pdf
Franco, I., Saito, O., Vaughter, P., Whereat, J., Kanie, N., & Takemoto, K. (2019). Higher education for sustainable development: Actioning the global goals in policy, curriculum and practice. Sustainability Science, 14, 1621–1642. https://doi.org/10.1016/j.geosus.2021.05.001
Gunter, A., Raghuram, P., Breines, M.R., & Prinsloo, P. (2020). Distance education as socio-material assemblage: Place, distribution, and aggregation. Understanding Higher Education: Alternative Perspectives. https://doi.org/10.1002/psp.2320
Hamel, J.A., ter Hofstede, H.M., Gauthier, A., Lopatto, D., Merton, P., & Vandermast, D. (2021). Undergraduate research abroad: Shared themes in student learning from two models of course-embedded undergraduate research in field biology study abroad courses. Scholarship and Practice of Undergraduate Research, pp. 39–52. DOI:10.18883/sour/5.1.11
Harrington, C. (2021). A course-embedded task planning intervention activity for college students. Journal of Instructional Pedagogies, 26, 1–11. Retrieved from https://files.eric.ed.gov/fulltext/EJ1315144.pdf
Haverila, M.J., Haverila, K., & McLaughlin, C. (2020). Variables affecting the retention intentions of students in higher education institutions: A comparison between international and domestic students. Journal of International Students, 10(2), 358–382. https://doi.org/10.32674/jis.v10i2.1849
Heermann, M.L., Getty, K.J.K., & Yucel, U. (2020). Application of a rolled cookie laboratory exercise as a method for students to gain undergraduate research experience in food science. Journal of Food Science Education, 19(3), 141–151. https://doi.org/10.1111/1541-4329.12185
Hiralal, K. (2015). Migration and education narratives of student mobility in South Africa. Oriental Anthropologists, 15(2), 331–344. https://doi.org/10.1080/17450101.2019.1618565
Jacob, O.N., Abigeal, I., & Lydia, A.E. (2020). Impact of COVID-19 on the higher institutions development in Nigeria. Electronic Research Journal of Social Sciences and Humanities, 2(2), 126–135.https://doi.org/10.25008/ijadis.v1i1.189
Kaliisa, R., Palmer, E., & Miller, J. (2019). Mobile learning in higher education: A comparative analysis of developed and developing country contexts. British Journal of Educational Technology, 50(2), 546–561. https://doi.org/10.1111/bjet.12583
Kara, M., & Can, G. (2019). Master’s students’ perceptions and expectations of good tutors and advisors in distance education. International Review of Research in Open and Distributed Learning, 20(2). https://doi.org/10.19173/irrodl.v20i2.3674
King, E., & Alperstein, N. (2015). Best Practices in Online Program Development: Teaching and Learning in Higher Education. New York, NY: Routledge.
Lebeau, Y., & Oanda, I.O. (2020). Higher education expansion and social inequalities in sub-Saharan Africa: Conceptual and empirical perspectives. UNRISD Working Paper, No. 2020-10, United Nations Research Institute for Social Development (UNRISD), Geneva. Retrieved from https://www.econstor.eu/bitstream/10419/246252/1/WP2020-10.pdf
Lowe, M.S., Stone, S.M., & Macy, K.V. (2023). Peer teachers taking the lead in classroom instruction: Program creation and challenges faced. Reference Services Review. https://doi.org/10.33011/newlibs/14/2
Madge, C.M.R., Breines, M.T.B., Dalu, A., Gunter, J., Mittelmeier, P., & Raghuram, P. (Forthcoming). WhatsApp use among African international distance education (IDE) students: Transferring, translating and transforming educational experiences. Learning, Media, and Technology.
Martirosyan, N.M., Bustamante, R.M., & Saxon, D.P. (2019). Academic and social support services for international students: Current practices. Journal of international Students, 9(1), 172–191. https://doi.org/10.32674/jis.v9i1.275
McGill, C., Ali, M., & Barton, D. (2020). Skills and competencies for effective academic advising and personal tutoring. Frontiers, 5. https://doi.org/10.3389/feduc.2020.00135
McGill, C.M. (2019). The professionalization of academic advising: A structured literature review. NACADA Journal, 39(1), 89–100. DOI: 10.12930/NACADA-18-015
Mohamedbhai, G. (2014). Massification in higher education institutions in Africa: Causes, consequences and responses. International Journal of African Higher Education, 1(1). doi:10.6017/ijahe.v1i1.5644
Mpungose, C.B. (2020). Emergent transition from face-to-face to online learning in a South African University in the context of the Coronavirus pandemic. Humanities and Social Sciences Communications, 7(1), 1–9. DOI: 10.1057/s41599-020-00603-x
Pollard, R., & Kumar, S. (2021). Mentoring graduate students online: Strategies and challenges. International Review of Research in Open and Distributed Learning, 22(2), 267–284. https://doi.org/10.19173/irrodl.v22i2.5093
Richardson, E.L., Oetjen, R., Oetjen, D., Gordon, J., Schroeder, L.H., Conklin, S., & Strawn, N. (2022). Micro-advising/mentoring: Small interactions can have broad career-altering impact on learner career progression. Journal of Health Administration Education, 38(4). doi: 10.1007/s10880-022-09893-6
Richardson, J., Besser, E., Koehler, A., Lim, J., & Strait, M. (2016). Instructors’ perceptions of instructor presence in online learning environments. International Review of Research in Open and Distributed Learning, 17(4), 82–105.
Sholes, J., Sullivan, A., & Self, S. (2023). The impact of long-term disruptions on academic success in higher education and best practices to help students overcome them. Journal of Higher Education Theory & Practice, 23(4). https://doi.org/10.33423/jhetp.v23i4.5884
Stewart, A., Harlow, D., & DeBacco, K. (2011). Students’ experience of synchronous learning in distributed environments. Distance Education, 32(3), 357–381.
Tippetts, M., Brandley, A.T., Metro, J., King, M.E., Ogren, C., & Zick, C.D. (2022). Promoting persistence: The role of academic advisors. Journal of College Student Retention: Research, Theory and Practice, 24(2), 526–547. https://doi.org/10.1177/1521025120924804
Turner, K.L., Adams, J.D., & Eaton, S.E. (2022). Academic integrity, STEM education, and COVID-19: A call to action. Cultural Studies of Science Education, 17(2), 331–339. https://doi.org/10.1007/s11422-021-10090-4
Veerasamy, Y.S., & Ammigan, R. (2022). Reimagining the delivery of international student services during a global pandemic: A case study in the United States. Journal of Studies in International Education, 26(2), 145–164. https://doi.org/10.1177/10283153211052779
Walsh, F. (2020). Loss and resilience in the time of COVID-19: Meaning making, hope, and transcendence. Family Process, 59(3), 898–911. https://doi.org/10.1111/famp.12588
Watts, J. (2019). Using the community of inquiry theory to assess online programs and help students to analyze their learning. Effective Teaching of Technical Communication, pp. 193–208. https://doi.org/10.37514/TPC-B.2020.1121.2.10
Wu, H., Li, S., Zheng, J., & Guo, J. (2020). Medical students’ motivation and academic performance: The mediating roles of self-efficacy and learning engagement. Medical Education Online, 15(1). DOI: 10.1080/10872981.2020.1742964
Xu, D., & Xu, Y. (2019). The promises and limits of Online higher education: Understanding how distance education affects access, cost, and quality. American Enterprise Institute. Retrieved from https://files.eric.ed.gov/fulltext/ED596296.pdf
Yakubu, M.N., & Dasuki, S.I. (2019). Factors affecting the adoption of e-learning technologies among higher education students in Nigeria: A structural equation modelling approach. Information Development, 35(3), 492–502. https://doi.org/10.1177/0266666918765907
Zhang, X. (2019). After-class academic support: Does course-embedded faculty tutoring matter to student writers? Teaching in Higher Education, 26, 129–144. https://doi.org/10.1080/13562517.2019.1636223
