Supporting academic advising through self-directed, blended learning
Mindel van de Laar, Katerina Triantos & Lutz Krebs
#2021-021
Academic advising and perceived agency in study choices often lead
students to assembling a more suitable curriculum and ultimately lead to
better learning outcomes. This paper argues that helping students sample
the experience of upcoming education units can support traditional
academic advising and assist students in critical reflection when
picking electives.
We examine how online previews of upcoming courses offered in addition
to information and advising supports students in making smart choices.
Students were surveyed both before and after reviewing online course
excerpts. Data was supplemented with feedback by advisors and compared
with previous cohorts lacking the online component. Findings indicate
students used the material to test initial plans and assumptions and
became more critical in making their track selection.
Keywords: academic advising; self-directed learning; higher education;
blended learning
JEL Classification: I21-I23