Engaging Students in Asynchronous Advising Using the Dynamic Student Development Metatheodel: Toward a Critical Approach

Abstract

Online courses and self-directed and asynchronous learning may not be the best for everyone. Individuals possess a number of different learning styles and life circumstances when they enter higher education. Technology is but one answer to addressing these diverse needs and providing choices to students. Technology should be employed in a way that does not replace this system of choice but enhances it and provides individuals with other opportunities for achieving educational goals. The ideal for higher education lies somewhere in-between the purely digital and purely traditional modes of educational delivery. Lost in this capitulation of higher education to the enrollments of distance education is student success. This chapter will explore challenges to distance education student retention and persistence, disseminate the theoretical construct of the Dynamic Student Development Metatheodel, and apply specific student success strategies to distance education. These strategies include intrusive advising and asynchronous advising techniques. This chapter will conclude with how these advising techniques and strategies can facilitate increased student persistence through engagement with academic advisors using asynchronous approaches that move beyond the traditional temporal, didactic strategies employed by most higher education institutions.

Citation

Sasso, P.A. and Phelps, T. (2021), "Engaging Students in Asynchronous Advising Using the Dynamic Student Development Metatheodel: Toward a Critical Approach", Hoffman, J. and Blessinger, P. (Ed.) International Perspectives on Supporting and Engaging Online Learners (Innovations in Higher Education Teaching and Learning, Vol. 39), Emerald Publishing Limited, Leeds, pp. 119-134. https://doi.org/10.1108/S2055-364120210000039010