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Continue to find new ways to connect and communicate with students. Help make their experience more enjoyable.

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review student data and further the relationship with students by asking open ended questions to learn more about them.

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Be intentional with maintaining a professional yet welcoming environment by implementing their relational skills

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Make the session personal. Be open to your students.

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Develop and maintain intentional relationships/networks with those on your campus, region, academia, etc...

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Prioritize calendar with blocks of time to focus on each communication channel to help avoid advisees monopolizing their time

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Ways of Communication:
List the different means of communication to your students to be able to find the best  way to hold your meetings with students.

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Establishing the contract:
Let the student know of times of availability and about how long it will take to typically get back to them. Also, keep your contact information up to date to ensure students can get ahold of you

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Make the meeting very personal even if the meeting is online based.

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On students birthday, send them a personalized email wishing them a nice day and gives you an opportunity to check in with them.

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Authored by: Sue Ohrablo, Ed.D.

Students who seek to earn their degrees in an online format are at higher risk for attrition than are their campus-based counterparts (Morris & Finnegan, 2009). Because online students often experience feelings of isolation and anxiety, they can greatly benefit from a positive, supportive, ongoing relationship with an academic advisor (Ludwig-Hardman & Dunlap, 2003).

Academic advisors play a critical role in supporting and engaging students (Nutt, 2003). Students rely on advisors for academic information, assistance in navigating the university, locating and understanding policies and procedures, and problem-solving and decision-making (Smith & Allen, 2014). While a campus-based student may get lost navigating the campus the first time or two trying to find the financial aid or registrar's office, online students may have a persistent feeling of being lost, as they do not have the opportunity to develop the contextual framework associated with buildings, faces, and in-person referrals. They are limited to hyperlinks and call centers which may keep them on hold for hours. Through the use of effective written and oral communication skills that replicate the skills used in face-to-face advising sessions, advisors can help students develop a sense of connectedness to the institution, positively impacting students' experiences as online learners.
Perceptions and Expectations of Online Students
The culture and expectations of online students may differ from those of campus-based students (Gaines, 2014). While it is not uncommon for advising center reception areas to fill up with eager yet patient students during peak advising periods, online students' expectations are accelerated due to the use of electronic communication (Toister, 2014). Campus-based students can see the line out the door and, when finally meeting with an advisor, may see the harried, yet friendly look on the advisor's face and readily accept the apology for the delay. The online student who is waiting for a returned call or email does not have any visual frame of reference to understand the cause for any perceived delay, which may result in increased frustration and sense of disconnectedness. When trying to explain the source of delays to online students, advisors run the risk of sounding defensive when they add a tagline to their emails such as "due to a high volume of traffic, please expect delays from my usual response times," sending the message that the student is just a number, one of many in an overloaded caseload. By proactively anticipating students' frustrations with perceived delays, advisors can communicate their understanding of the student's experience and demonstrate empathy through simple openings such as "I'm so sorry for the delay, but I'm glad to hear from you," or "I'm sorry I wasn't able to call you back sooner. How are you?"

Institutions may turn to using a variety of electronic resources (websites, intranet, and social media) to communicate with their students in order to provide timely, asynchronous information to online students. While these resources are useful in supplementing the advising relationship, they cannot be relied upon to substitute for it (Gaines, 2014). Continually directing students to electronic resources is the equivalent of telling a student in your office to "just go look it up." Students seek advisement when they have a perceived need (Young-Jones, Burt, Dixon, & Hawthorne, 2013). It is an advisor's job to determine what the student's needs are and provide support and direction accordingly. In the student's eyes, the advisor is the resource, while the links and catalogs are the tools.

It is important to understand that the needs of online students will vary, as online learners do not possess a homogenous set of expectations and experiences. Students may enroll in online courses for a variety of reasons. They may be adult learners who are proximal to a campus, but require a flexible learning environment due to work and family commitments. They may be students who have chosen an online program due to the lack of desired programs in their geographical area. Students enrolled in online courses may also be traditional-aged students who do not want to get up too early to go to class. Advisors will benefit from incorporating their understanding of the needs of adult students, first-generation students, distance students, and developmental advising when working with an online student population (Steele, 2005).
Communication
Online students can seek assistance from advisors in a variety of ways, with phone and email being among the top two preferred methods. Unlike face-to-face advising sessions, email and phone advising lack the visual cues that help students and advisors develop a positive advising relationship. The advisor cannot see the anxiety on the student's face, so must infer it from the tone of voice or use of the written word. Students cannot see the advisor's face to determine if he is genuine, caring, or competent. The advisor is limited to the strategic use of words and voice inflection to establish a trusting, productive advising relationship.
Email Advising
Advisors who work with a predominantly campus-based population run the risk of viewing emails as an administrative task rather than an advising session. They see appointments on their calendars, walk-ins waiting in the lobby, and emails in their inbox. It is easy to think, "Let me help these students and then I'll get to my emails." A better approach is to consider all of those students as students in need of advising. Advisors should take the time to respond to emails in the same thoughtful, comprehensive manner as they would an in-person advisee.

Comprehensive advising methods such as anticipating student needs, exploring options, and moving the student forward (Ohrablo, 2010) can all be integrated into an effective email communication with a student. A student may send an email with a seemingly simple question such as "when is the registration deadline?" A simple response would be to provide the student the date, or to send a link to the online academic calendar. The advisor should consider this inquiry as though the student were present in the office (Pellegrin, 2015). Would it be appropriate to provide the date and quickly usher the student out of the office? Most likely not. There would naturally be an interpersonal exchange such as, "It is good to see you again," along with some further discussion. In person, the advisor might ask, "Do you know what you will be taking next semester?" and "Do you know where to find the schedule of classes?" This line of inquiry would generate further thought and academic planning on the part of the student.

To further replicate the natural exchange that would occur in an in-person advising session, advisors are encouraged to include a general greeting in the beginning of the response such as "It is good to hear from you," "Congratulations on nearing the completion of your program," or "That's a great question!" Similarly, the conclusion of the email should include a personalized comment such as "Please let me know if you have any further questions," or "Please touch base with me after you've contacted your professor to let me know how it went." These statements can put a student at ease, provide encouragement, and communicate a sense of caring on the part of the advisor.

In anticipating an online student's needs, the advisor can provide information that the student did not solicit. Using the registration date example, the advisor can check the student's record to see if there are any holds, check for academic success and struggles through the review of the student's transcript, registration history, and advising notes, anticipate any course sequencing issues and prerequisites for the student's schedule, and address any other pertinent issues. After providing the student the date and/or link to the academic calendar, the advisor could add a statement such as "I see that you're enrolled in MATH 234. I'd encourage you to register for MATH 235 in the spring, as it is only offered once a year and is a prerequisite to CHEM 122." Another strategy is to open up a line of inquiry with the student. "How are you doing in MATH 234?" It is a prerequisite to MATH 235, so please let me know if you're having trouble so we can discuss your options and strategies for success."
Phone Advising
Advisors who work with online students rely on phone discussions to engage students and to establish a relationship with students. Although there are no visual cues, advisors are able to discern the student's emotional state, level of motivation, and areas of concern through careful listening and questioning. For instance, when discussing a student's difficulty in a class, the advisor might ask, "Have you spoken with your professor about this?" If the student says no, then a natural line of inquiry would be regarding the student's possible hesitation about speaking with the professor or other concerns relating to the suggestion. There may then be a long silence in response to questions such as these, which could be attributed to a disconnected call, bad reception, or lack of student response. After waiting for a response, the advisor might ask, "Are you there?" The student may simply say she was cut off and missed your question entirely or it may be an opportunity to address student concerns in regard to the question.

Just as with email, when replicating a face-to-face advising session, it is important to start the session with a positive greeting so that the student feels welcomed. When returning a student's call, it is a good idea to start by asking, "Is this a good time for you to talk?" There is no face-to-face equivalent, as in-person advising sessions are initiated by the student; advisors are not expected to knock on a student's dorm room door to initiate an advising session.

A simple strategy to let students know they are cared for is to use their names. When a student calls and says, "Hi, this is Mary Smith, I am one of your students," a response such as "Oh, hi, Mary. It is good to hear from you," or "Of course I know who you are, Mary. How have you been?" can reinforce the advising relationship. Online students who are feeling detached from the institution are often surprised to know that they are remembered. Further, they may actually perceive that they are an imposition on an advisor. Unlike in a scheduled face-to-face or walk-in appointment, students communicating via email or phone are more likely to exclaim, "I'm sorry to bother you, "or "I'm sorry to be such a pest." Addressing those comments with a reassuring statement such as "You are never a bother, I love hearing from you!" or "You are not a pest. That's what I'm here for," can help let students know that you value them.

The use of humor can also positively impact the advising relationship and facilitate a connection between student and advisor (Wrench & Punyanunt-Carter, 2008). The advisor should be careful in the use of humor, since the lack of verbal cues could lead to ambiguity regarding intent and meaning. However, used carefully, humor can help students put things into perspective and help to assuage their fears.
Videoconferencing Advising
Use of videoconferencing software, such as Zoom, Skype, or Go-to-Meeting, allows for meeting distance students in a face-to-face environment, and most effectively replicates an in-person advising session. Both advisors and students have the opportunity to become familiar with each other and can benefit from visual cues such as a welcoming office or family photos in the background. The use of videoconferencing can also facilitate the perception of the advising session as a thoughtful process in which students should invest their time and attention. By encouraging students to set up a video advising session, advisors can help students to avoid the distractions that come with phone calls made as they are dropping the kids off at school or driving on the way home from work.

As advisors explore the use of such platforms, it is important to consider accessibility and ease of use for students. Programs that do not require software downloads or specific browsers may be more appealing and readily used by students. Through the use of videoconferencing, advisors and students can collaboratively review documents such as degree audits, navigate resources, and troubleshoot problems such as registration error messages. Advisors should anticipate technical and user problems when arranging videoconferences, however, as students who have difficulty with audio or a frozen screen may perceive a barrier and experience increased frustration. By having a back-up plan, such as having the student's phone number close by and knowing how to use the chat feature, advisors can readily adjust to any technical problems by quickly calling the student or typing in "click on the microphone icon to speak."
Summary
It is important for advisors to approach advising online students with the same process and methodology that they would in a face-to-face setting, while keeping in mind the unique needs and limitations that online students have. Advisors are encouraged to offer students a variety of options regarding how students can receive advising, making sure to understand the needs and preferences of each individual student. Regardless of the method of delivery, each advising session should make the student feel cared for, understood, and valued, and convey the message that the advisor is competent and knowledgeable about policies, procedures, and student issues. Advisors should continually monitor the quality of their communications through mentally reviewing a checklist.

Did I include a greeting or warm statement?

Did I provide the information that the student requested and anticipate the student's needs by providing additional information?

Did I reinforce student successes and establish a sense of shared responsibility?

Did I establish a clear outline of next steps and invite follow-up communication?

Students will appreciate and value your efforts to connect with them. Look for their feedback in their email responses, lift in their voices, or smiles on their faces. This feedback will help you to know the positive impact you are making in the lives of your online students.

Sue Ohrablo, Ed.D.
Assistant Professor, Abraham S. Fischler College of Education
Nova Southeastern University
ohrablo@nova.edu
References
Gaines, T. (2014). Technology and academic advising: Student usage and preferences. NACADA Journal, 34(1), 43-49.

Ludwig-Hardman, S., & Dunlap, J. C. (2003). Learner support services for online students: Scaffolding for success. International Review of Research in Open and Distance Learning, 4(1).

Morris, L. V., & Finnegan, C. L. (2009). Best practices in predicting and encouraging student persistence and achievement online. Journal of College Student Retention, 10(1), 55-64.

Nutt, Charlie L. (2003). Academic advising and student retention and persistence. Retrieved from the NACADA Clearinghouse of Academic Advising Resources website: http://www.nacada.ksu.edu/tabid/3318/articleType/ArticleView/articleId/636/article.aspx

Ohrablo, S. (2010). Developmental advising in an on-demand world. Retrieved from the NACADA Clearinghouse of Academic Advising Resources website: https://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Developmental-advising-today.aspx

Pellegrin, J. (2015). Advising online. In P. Folsom, F. Yoder, & J. Joslin (Eds.), The new advisor guidebook: Mastering the art of academic advising (2nd ed.). San Francisco, CA: Jossey-Bass.

Smith, C. L., & Allen, J. M. (2014). Does contact with advisors predict judgments and attitudes consistent with student success? A multi-institutional study. NACADA Journal, 34(1), 50-63.

Steele, G. (2005). Distance advising. Retrieved from the NACADA Clearinghouse of Academic Advising Resources website: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Advising-Distance-Learners.aspx

Toister, J. (2014, April 14). Get ready to respond to customer email within one hour. Toister Performance Solutions, Inc. Retrieved from http://www.toistersolutions.com/blog/2015/4/13/get-ready-to-respond-to-customer-email-within-one-hour

Wrench, J. S., & Punyanunt-Carter, N. M. (2008). The influence of graduate advisor use of interpersonal humor on graduate students. NACADA Journal, 28(1), 54-72.

Young-Jones, A., Burt, T. D., Dixon, S., & Hawthorne, M. J. (2013). Academic advising: Does it really impact student success? Quality Assurance in Education, 21(1), 7-19.

Cite the above resource using APA style as:

Ohrablo, S. (2016). Advising online students: Replicating best practices of face-to-face advising. Retrieved from the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Advising-Online-Students-Replicating-Best-Practices-of-Face-to-Face-Advising.aspx

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Advising Online Students: Replicating Best Practices of Face-to-Face Advising

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Authored by: Sue Ohrablo, Ed.D. Students who seek to earn their degrees in an online format are at higher risk for attrition than are their campus-based counterparts (Morris & Finnegan, 2009). Because online students often experience feelings of isolation and anxiety, they can greatly benefit from a positive, supportive, ongoing relationship with an academic advisor (Ludwig-Hardman & Dunlap, 2003).

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In attempting to define advising at a distance, several perspectives need to be considered. With the growth of distance learning throughout higher education in North America, there is a new and growing population of students who need academic advising services. These learners are considered at a 'distance' because they receive their instruction through various means ranging from asynchronous use of Web-based course management systems to correspondence courses. These distance learners have characteristics and issues that are unique to them. An interested advisor needs to be aware of their characteristics and the issues surrounding this student group who are not unlike other special student populations such as undecided students or student athletes. Clearly, not all learners taking instruction at a distance receive their advising at a distance anymore than all students who receive advising at a distance take their instruction at a distance. Most advisors have advised student enrolled in traditionally offered courses via e-mail but distance learning (instruction) is not the same as advising at a distance even though the use of technology is shared by both.

The distinctions raised here comparing distance learning and distance advising serve as a means to organize resources relatedto distance advising. Three main conceptual groupings have been selected: Distance Learning Students, Advising Considerations, and use of Technology. Under each of these main categories, there are several sub-topics that aid with better organization of the information and resources. NACADA members interested in this topic are encouraged to participate in the NACADA Distance Education Advising Commission.

Distance Learning Students
The number of students taking instruction through asynchronous technology has grown rapidly. The Sloan Consortium (2004) reported that there is no evidence of a plateau in online student enrollments as schools predicted a 25% growth rate in students taking at least one online course. Sloan also reported that student satisfaction with this form of instructional delivery is positive. A large majority of institutions reporting to Sloan agree that students are as satisfied with online courses as they are with face-to-face instruction. Online learning outcomes continue to be judged as equivalent or superior to face-to-face instruction at most institutions. On many campuses this means that there will be a growing population of learners who will need to be advised by means other than face-to-face meetings.

Defining Distance Learning
Definitions of Distance Learning vary. The United States Distance Learning Association (USDLA) defines Distance Learning as: 'The acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance.' The excellent University of Wisconsin Extension Website includes distance learning resources and a variety of different Definitions of Distance Learning. Wikipedia also has a section that provides definitions and lists resources for distance learning.

Who offers distance learning content?
There are many sources on the Web that provide access to distance learning content. Below are some examples.
What are some other general resources for distance learning?
Advising Considerations
As distance learning grows as a means of increasing educational access, it is critical that we know more about the students who choose distance learning. What are some important considerations related to advising these students?

What are the characteristics of students who choose distance learning?
Students who engage in distance learning are a very heterogeneous group. The motivation and characteristics for selecting this method of instruction correspondingly widely differs. Many adults who are seeking workforce training or degree completion have embraced distance learning as a means of achieving their educational goals. Traditional learners who reside in residence halls, at residential campuses, use this method of instruction for its flexibility. In addition, many institutions have incorporated elements of the technologies used with distance learning into their traditional course offerings to enhance learning and provide greater flexibility of delivery. These blended courses have further blurred the distinction between distance learning and traditional learning. In short, the diversity of learners taking distance learning courses combined with the new methods of delivering content must be consider whenever one attempts to define the characteristics of this population.

There are several journals that specifically address these subjects.

AACE Journal (AACEJ)
American Journal of Distance Education
CADE: Journal of Distance Education/Revue de l'enseignement a' distance
Canadian Journal of Learning and Technology
The Chronicle of Higher Education, Information Technology Section.

A more extensive list can be found at the University of Wisconsin-Extension Website that provides overviews of journals, book and articles that address distance learning. Another good resource is the United States Distance Learning Association Research Information and Statistics.
What do distance learners need to know?
The University of Wisconsin Extension has created a small Web module to address issues of distance learner characteristics and issues that need to be considered. This site is a good starting source for students, advisors, instructors, or administrators who might be unfamiliar with issues related to distance learning. The information provided and questions posed in this module can help institutions with content selection when designing Web sites or marketing materials for their distance learning programs. The module also provides a model for creating an indigenous resource for one's own distance learning advising program.

What are key student readiness issues related to distance learning?
There are several issues that are re-occurring regarding student preparedness for distance learning. Critical issues include: 1) the need for good time management skills, 2) being a self-motivated/paced learner, and 3) having a minimum level of technology competency. There are several examples of interactive Web tools or modules that help students assess their levels on these topics.

What are issues related to FERPA and distance advising?
Advising at a distance adds a level of complexity to adhering to FERPA. Unlike face-to-face advising, authentication of the person communicating with an advisor electronically is more difficult. While institutional polices differ, there are several common policy elements that include:

Clarification of the differences between public and private information; making sure that the advising staff is trained to know these differences.

Responding only to requests that use institutional e-mail addresses for private information.

Before responding to a request seeking private information, advisors should use probing questions to solicit specific personal information for identification. If the probing questions are not answered correctly, then private information should not be shared.

For more information, go to the NACADA Clearinghouse of Academic Advising Resources Web site that addresses FERPA issues.

How are distance-learning students similar to other special populations?
Learners taking their instruction at a distance share many characteristics with other special populations of students. The NACADA Clearinghouse can be very helpful in this regard. Many students engaged in distance learning are adults who choose this method of instruction because they cannot attend traditional classes. Many of these adults use distance learning to re-start their education. As such they be unaware of their direction or what options are available to them. In this regard, they might share characteristics similar to first-time students, Undecided Students or need career advising assistance. They might also need help with decision-making skills. In short, once an advisor addresses some primary advising issues specific to all distance learners -- the need for good time management skills, being a self-motivated/paced learner, and having a minimum level of technology competency -- advisors will generally find themselves relying on the vast resources and literature associated with other special population groups.

Providing Web Services
There is a growing consensus that to serve distance-learning students, a wide array of student services should be available at a distance. Edu.Tools, a project of the Western Cooperative for Educational Telecommunications ( WCET ) lists several key areas of student services that are essential.

Consideration of services for students offered at a distance can include the following:

Department Information

Accreditation, Important Quarterly/Semester Dates

How Do I Get Started?

Policies of Distance Learning

Log on to Online Courses

Register for DL Courses

Off Campus Sites

Testing Information

Overview of Distance Learning Programs.

Course Catalog of Distance Learning

Online Course Information, Degree/Certificate Programs

Online Transfer

Online Bookstore

Student Communication

Learner Resources

Library Resources

Continuing Education

Access to Online Advising.

Use of Technology
The use of effective technologies is critical to distance advising. Yet, an overview of the academic advising field suggests many institutions have a long road to travel before they can offer successful distance advising programs. Habley (2004) concluded that 'the technology revolution has not yet consistently reached advising systems' (p. 96). He reached his conclusion by noting that only 2 of 10 technologies used to support the work of advisors were found on more than 50% of campuses. These were online registration (60%) and degree audit systems (57%) (p. 25). The only synchronous delivery technology found on more than half of the campuses was the, old, but reliable telephone (72%) with the next closest being the FAX machine (35%) (p. 26). Correspondingly, the only asynchronous delivery technology found on over 50% of all campuses was E-mail (85%) (p. 26). When respondents were asked to evaluate their satisfaction with the effectiveness of their institution's advising system, technology was tied for second to last with 'implementing training programs for advisors' and 'systematically evaluating the effectiveness of advisors' with a 3.03 rating on a 5.0 point scale (p. 84). The critical importance of Habley's analysis is that if distance advising is defined as the use of asynchronous technologies to assist both traditional and distance learners identify and achieve 'their maximum educational potential which enables them to reach their educational goals,' then many students will not engage in effective distance advising.

What technologies can advisors use for distance advising?
There are a number of sites that advisors can use to review, assess, and acquire suggested techniques for using different technologies in Distance Advising. Three very comprehensive sites are the NACADA Advising Technology section in the Clearinghouse, the NACADA Technology Commission Web site, the University of Southern Maine on-line training module for advisors, and the University of Wisconsin Extension Website on technology selection.

George Steele
Ohio Learning Network

Habley, W. R. (Ed.). (2004). The status of academic advising: Findings from the ACT sixth national survey. ( Monograph Series #10 ). Manhattan, KS: National Academic Advising Association.

Sloan Consortium, The (2004).Entering the mainstream: The quality and extent of online education in the United States, Retrieved from http://www.sloan-c.org/resources/entering_mainstream.pdf

Overviews of issues surrounding advising at a distance
Cite this using APA style as:
Steele, G. (2005).Distance advising. Retrieved from the NACADA Clearinghouse of Academic Advising Resources website: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Advising-Distance-Learners.aspx

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In attempting to define advising at a distance, several perspectives need to be considered. With the growth of distance learning throughout higher education in North America, there is a new and growing population of students who need academic advising services.