{"title":"Advising college students with dis/abilities in online learning","authors":"J. Reyes, J. Meneses","doi":"10.1080/01587919.2022.2121264","DOIUrl":null,"url":null,"abstract":"Abstract Most distance universities have adopted advising practices traditionally employed in on-campus institutions. Nonetheless, little is known about the role of academic advisers while guiding students with dis/abilities to engage and achieve success in online higher education. This study aimed to explore and analyze advisers’ perspectives related to supporting the diversity of these students in a fully online university. We followed the methodology of a case study based on semi-structured interviews in which 14 advisers participated. Our findings show that even though advisers face challenges when advising online students with dis/abilities, they attempt to support them proactively by offering personalized tracking. A paradigm shift from a reactive to a proactive approach by adopting inclusive practices would greatly improve the inclusion of all learners. Online institutions could better support learners with dis/abilities by framing all processes in the universal design principles and promoting collaborative and coordinated work among advisers, faculty, and staff.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"43 1","pages":"526 - 542"},"PeriodicalIF":3.7000,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Distance Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/01587919.2022.2121264","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 2
Abstract
Abstract Most distance universities have adopted advising practices traditionally employed in on-campus institutions. Nonetheless, little is known about the role of academic advisers while guiding students with dis/abilities to engage and achieve success in online higher education. This study aimed to explore and analyze advisers’ perspectives related to supporting the diversity of these students in a fully online university. We followed the methodology of a case study based on semi-structured interviews in which 14 advisers participated. Our findings show that even though advisers face challenges when advising online students with dis/abilities, they attempt to support them proactively by offering personalized tracking. A paradigm shift from a reactive to a proactive approach by adopting inclusive practices would greatly improve the inclusion of all learners. Online institutions could better support learners with dis/abilities by framing all processes in the universal design principles and promoting collaborative and coordinated work among advisers, faculty, and staff.
期刊介绍：
Distance Education, a peer-reviewed journal affiliated with the Open and Distance Learning Association of Australia, Inc., is dedicated to publishing research and scholarly content in the realm of open, distance, and flexible education. Focusing on the freedom of learners from constraints in time, pace, and place of study, the journal has been a pioneering source in these educational domains. It continues to contribute original and scholarly work, playing a crucial role in advancing knowledge and practice in open and distance learning.
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