Australian Journal of Adult Learning - Volume 64 - Number 2 - July 2024 - The experiences of an online academic advising approach supporting adult learners’ transition into an enabling program preparing them for university

Oct 15, 2026

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Explores the design and evaluation of an online academic advising approach to support adult learners’ transition into an Australian university enabling program. Quantitative and qualitative analysis draws on 199 survey responses about student experience engaging with online advising. Participants agreed the approach offers benefits and practical usefulness. Findings show support for university enrolment, access to relevant timely information, and development of learner student identity and belonging, reviewed through a transitional typology and evaluation method.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages27

Reading Time1 h 8 min

AccessFree to download

Introduction

Enabling programs

Implications and change

Australian Journal of Adult Learning Volume 64, Number 2, July 2024 The experiences of an online academic advising approach supporting adult learners transition into an enabling program preparing them for university Mary McGovern Russell Crank Orié Green University of Southern Queensland 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 The experiences of an online academic advising approach supporting adult learners transition into 159 an enabling program preparing them for university enrolment, access to relevant and timely information, and development of 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. Keywords: online academic advising, enabling, university preparation programs, transition, sense of belonging, connectedness Introduction Higher education institutions offering enabling education have experienced increased numbers of students enrolling over the last decade into their enabling programs (McKay et al., 2018) . Student numbers and diversity have increased and there is a need to better understand the transition experiences of adult learners and consider improved and nuanced approaches to introduce and orient students into commencing university-enabling pathway programs (higher education study) . Transition as a concept and an experience is a critical element for effective change and success from school to university, university to work and it also applies to considering higher education study inclusive of enabling programs (Lisciandro, 2022; Taylor & Harris-Evans, 2018). Articulation and retention are key drivers and determinants of success and are of interest to students and the university. This increase in student numbers is being sustained by the offering of online modes of study (Shah et al., 2014). Stone (2017) and Diep et al. (2019) concur and highlight the opportunity yet realise the need to critically consider the design and support of online learning and support of adult learners. Online academic advising can support students' transition into higher education, enhancing their preparation and empowering them in their studies, and reducing attrition while increasing retention (Rimbau-Gilbert et al., 2011). This study is from a university that was experiencing a high volume of students, many from underrepresented groups and the majority were studying online. Academic advisors were established to design and implement an innovative and sustainable financially viable online solution to transition students into the pathway program and prepare and empower them for undergraduate study. This study investigates engagement with online academic advising by adult learners to transition into an enabling program and facilitates an 160 Mary McGovern, Russell Crank and Orié Green evaluation of the design and implementation. Enabling programs Access to higher education through enabling programs has been increasing for over a decade (McKay et al., 2018). Enabling (university or pathway education) is a growing segment within the higher education sect

FAQs

What does the study investigate about online academic advising?

It investigates how adult learners engage with online academic advising to transition into an enabling program, and how that engagement supports the design and implementation of the approach.

What evidence does the study use to evaluate the advising approach?

It analyzes quantitative and qualitative data from 199 survey responses focused on students’ experiences with online academic advising.

What benefits did participants report from online academic advising?

Participants agreed that online academic advising is beneficial and useful, supporting enrolment, timely relevant information access, and development of student identity and belonging.

Oct 15, 2026

Uploaded by Elsa