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Supporting academic advising through self-directed, blended learning

Author

Listed:
  • Laar, Mindel van de

    (UNU-MERIT, and SBE, Maastricht University)

  • Triantos, Katerina N.

    (M Powered Strategies, Washington DC)

  • Krebs, Lutz F.

    (UNU-MERIT, and SBE, Maastricht University)

Abstract

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.

Suggested Citation

  • Laar, Mindel van de & Triantos, Katerina N. & Krebs, Lutz F., 2021. "Supporting academic advising through self-directed, blended learning," MERIT Working Papers 2021-021, United Nations University - Maastricht Economic and Social Research Institute on Innovation and Technology (MERIT).
    • Handle: RePEc:unm:unumer:2021021
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    File URL: https://www.merit.unu.edu/publications/wppdf/2021/wp2021-021.pdf
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    More about this item

    Keywords

    academic advising; self-directed learning; higher education; blended learning;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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