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Web-based academic advising system
Title
Web-based academic advising system.
Creator
Ding, Xundong., Florida Atlantic University, Hsu, Sam, Marques, Oge
Abstract/Description
Academic advising is an important and time-consuming task and different tools and techniques can be used to make it an effective and efficient process. This thesis describes the design and development of a Web-based advising system that supplements the conventional advising process. The goals of the system include: to minimize repetitive tasks performed by advisors, to encourage students to adopt a proactive attitude towards advising, to make advising-related information available to remote...
Show moreAcademic advising is an important and time-consuming task and different tools and techniques can be used to make it an effective and efficient process. This thesis describes the design and development of a Web-based advising system that supplements the conventional advising process. The goals of the system include: to minimize repetitive tasks performed by advisors, to encourage students to adopt a proactive attitude towards advising, to make advising-related information available to remote students in a single place, in electronic format, and to minimize inconsistencies in the advising process. The system supports three different types of users (students, advisors, and secretaries). This thesis proposes a new Web-based advising system model. It also presents its architecture and an implementation of a prototype. Web-based advising system introduces a new approach towards advising over the Internet. Lessons learned from various experiments of the prototype are discussed in this thesis.
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Date Issued
2002
PURL
http://purl.flvc.org/fcla/dt/12880
Subject Headings
Counseling in higher education--Computer network resources, World Wide Web, Faculty advisors--Computer network resources
Format
Document (PDF)
Students' preference for online versus face-to-face academic advising based on individual learning styles
Title
Students' preference for online versus face-to-face academic advising based on individual learning styles.
Creator
Tuck, Jess Everet., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this study was to examine students' preferred methods of academic advising services and whether they related to their individual learning styles. The first objective of the study was to determine each participant's learning style. The second objective of the study was to determine which method of academic advising each participant preferred. The third objective of the study was to determine whether a relationship existed between the participants' learning styles and preferred...
Show moreThe purpose of this study was to examine students' preferred methods of academic advising services and whether they related to their individual learning styles. The first objective of the study was to determine each participant's learning style. The second objective of the study was to determine which method of academic advising each participant preferred. The third objective of the study was to determine whether a relationship existed between the participants' learning styles and preferred methods of academic advising. Additionally, the moderating effect of gender, ethnicity, college major, high school grade point average (GPA), location, and employment on the relationship was considered. Students' learning styles were measured by the Barsch Learning Style Inventory (BLSI). Academic advising preference and demographic information were gathered through a researcher-designed questionnaire. All students (N=1,184) who completed the Online Advising & Registration System (OARS) were cont acted via e-mail and received a web link to the BLSI and student questionnaire. Data from the students (n=172) who completed the BLSI and student questionnaire were analyzed. Correlation and multiple regression analysis were used to analyze the quantitative data. A qualitative analysis of four open-ended survey questions was completed. The results found no relationship between participants' learning styles and their preferred methods of academic advising services. Additionally, gender, ethnicity, college major, high school GPA, location, and employment did not moderate the relationship between participants' learning styles and their preferred methods of academic advising services. The findings suggest that a student's learning style is not associated with his or her preference for type of advising., Furthermore, this lack of relationship did not change as a function of gender, ethnicity, college major, high school GPA, location, and employment.Recommedatations are provided for researchers and practitioners to further contribute to the literature and practice concerning academic advising preference and learning style.
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Date Issued
2009
PURL
http://purl.flvc.org/FAU/216409
Subject Headings
Educational change, Education, Higher, Effect of technological innovations on, Counseling in higher education, Computer network resources, Faculty advisors, Computer network resources, Student-administrator relationships, Evaluation
Format
Document (PDF)