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Journal Article

Securing Trust, Roles and Communication in E‑Advising – Theoretical Inputs  pp211-219

Ole Jørgen S. Ranglund, Anette Danielsen, Linda Kiønig, Tone Vold

© Jun 2017 Volume 15 Issue 3, Editor: Jarmila Novotná and Antonín Jančařík, pp199 - 280

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Abstract

Students claim to learn a lot from advising and feedback on assignments. This is one of the results in a survey amongst students at The Inland Norway University of Applied Sciences. Traditionally, advising is mainly a face‑to‑face activity. However, with an increasing number of courses offered online, it is timely to discuss how to conduct advising sessions online and using an online medium. The meeting between the student and advisor contains a number of factors; for example: eye contact, tone of voice and facial mimic. Many subtle features establish the relationship between the advisor and student. The student needs to communicate the assignment and to trust the advisor, at the other hand the advisor needs to be reassured that the student understand and trust the feedback. This paper discusses how written advising sessions can be undertaken using an online medium, and still maintain the roles, the trust and secure the communication.

 

Keywords: e-advising, reflection, reflective practitioners, trust, competency

 

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Journal Issue

Volume 15 Issue 3 / Jun 2017  pp199‑280

Editor: Jarmila Novotná, Antonín Jančařík

View Contents Download PDF (free)

Editorial

 

Keywords: Note-taking, reflection, self-efficacy, student's characteristics, correlation analysis, causal analysis, e-advising, reflection, reflective practitioners, trust, competency, Inquiry Based Learning, GIS education, spatial analysis, Blended Learning, Textbooks, electronic online materials, word problems, non-mathematical content, subversiveness, realia, stereotypes, construction of social reality, culture reproduction, models, projection, science education, 3D projections, interactive models, science education, biology, teacher technological pedagogical knowledge, 21st-century skills, low-technology context, teacher transition to e-learning, technology integration, professional networks, Tunisia

 

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