Authors: Mary McGovern, Russell Crank and Orie Green
University of Southern Queensland

Edition: Volume 64, Number 2, July 2024

Introduction: Online modes of study are increasingly prevalent in higher education, including university-enabling programs. As student cohorts diversify, access to individualised and holistic support strategies is increasingly important for students to expeditiously transition into higher education. On-campus provision of academic advising, while an effective transition support strategy, potentially disadvantages online students. This study explores the design and evaluation of online academic advising to support adult learners’ transition into a regional Australian university enabling program. Quantitative and qualitative data was analysed from 199 survey responses of student experience of engaging with online academic advising. Participants agreed online academic advising had benefits and was useful. Findings included online academic advising provides adult learners support with enrolment, access to relevant and timely information, and develops their student identity and sense of belonging. A transitional typology was used to critically review online academic advising and a method to evaluate the success of the transition. Findings provide feedback on how the university supports adult learners’ transition into a university preparation program through online academic advising. This study was conducted at one Australian university; however, the findings are relevant to other higher education institutions that strive to support transition that could enhance the retention rates for students.

Keywords: online academic advising, enabling, university preparation programs, transition, sense of belonging, connectedness

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This article is part of AJAL, Volume 64:2. The entire volume is available in .pdf for purchase here.