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

Authors

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

Keywords:

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

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.

Downloads

Published

1 Jun 2017

Issue

Vol. 15 No. 3 (2017)

Section

Articles

License

Open Access Publishing

The Electronic Journal of e-Learning operates an Open Access Policy. This means that users can read, download, copy, distribute, print, search, or link to the full texts of articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself. The only constraint on reproduction and distribution, and the only role for copyright in this domain, is that authors control  the integrity of their work, which should be properly acknowledged and cited.