[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-580745-105":3,"doc-detail-580745-en":79,"detail-sidebar-cat-0-en-105":96},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":72,"head_meta":74,"extra_data":76,"updated_unix":78},105,"en","improving-flipped-academic-advising-designing-materials-for-the-technology-based-higher-education-landscape","Improving Flipped Academic Advising: Designing Materials for the Technology-Based Higher Education Landscape","","Investigating flipped academic advising in asynchronous online settings, the study evaluates best practices for creating and delivering advising materials. It examines how tutorial modality (text versus video) interacts with the use of a pre-tutorial learning support scaffold before students engage with flipped content. Results show a significant interaction: video tutorial watchers benefit from pre-tutorials, while text tutorial readers are hindered. Findings indicate pre-tutorials require further study in technology-driven advising contexts.",{"@graph":14,"@context":71},[15,34,54],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/technology/","Technology",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/improving-flipped-academic-advising-designing-materials-for-the-technology-based-higher-education-landscape/580745/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":48,"encodingFormat":47,"isAccessibleForFree":49,"interactionStatistic":50},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/improving-flipped-academic-advising-designing-materials-for-the-technology-based-higher-education-landscape/580745.png","ImageObject",300,407,{"name":42,"@type":43},"Riley","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":51,"interactionType":52,"userInteractionCount":4},"InteractionCounter",{"@type":53},"ViewAction",{"@type":55,"mainEntity":56},"FAQPage",[57,63,67],{"name":58,"@type":59,"acceptedAnswer":60},"How does tutorial modality affect flipped academic advising learning outcomes?","Question",{"text":61,"@type":62},"The study compares text-based versus video-based advising tutorials and finds that modality interacts with pre-tutorial support, producing different learning effects across participant groups.","Answer",{"name":64,"@type":59,"acceptedAnswer":65},"What role do pre-tutorials play in the flipped advising framework?",{"text":66,"@type":62},"Pre-tutorials serve as learning support scaffolds before students engage with flipped advising content, but their effectiveness depends on whether the main tutorial is delivered as video or text.",{"name":68,"@type":59,"acceptedAnswer":69},"Why does the study focus on Gen Z learning preferences?",{"text":70,"@type":62},"Gen Z learners are described as operating in an increasingly technology-based learning environment, and the study aims to align advising material design with those preferences to optimize learning.","https://schema.org",{"og:url":32,"og:type":73,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":75,"canonical":32},"index,follow",{"doc_id":77,"site_id":7},580745,1792038212,{"code":4,"msg":80,"data":81},"success",{"doc_id":77,"user_id":82,"nickname":42,"user_avatar":83,"doc_module":4,"category_id":84,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":85,"file_id":86,"file_url":87,"file_type":88,"file_size":89,"view_count":4,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":90,"language":91,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":92,"faqs":93,"seo_title":94,"seo_description":12,"update_tm":78,"read_time":95},1374391975076,"https://ap-avatar.wpscdn.com/avatar/14000253ca4ec9f6853?x-image-process=image/resize,m_fixed,w_180,h_180&k=1783305029341752051",6,"Improving Flipped Academic Advising: Designing Materials for the Technology-Based Higher Education Landscape  \nJaron D. Paschke, Riverside City College  \nAnnie S. Ditta, University of California, Riverside  \nThis study investigated best practices in creating and providing advising materials to students inan asynchronous online environment (i.e., flipped advising). Specifically, we examined the effects of creating advising tutorials in different modalities (i.e., [text vs. video](text vs. video)), and providing learning support via a pre-tutorial before engaging with the flipped advising content (i.e., pre-tutorial [vs. no](vs. no)[ ](vs. no)[pre-tutorial](pre-tutorial)). We found a significant interaction of these factors such that participants who watched video tutorials benefitted from having a pre-tutorial, but those who read text tutorials were hindered by the pre-tutorial. These results suggest that pre-tutorials warrant additional investigation, especially in the context of technology-driven flipped academic advising.  \n[doi:10.12930/NACADA-23-18]  \nKEY WORDS: academic advising, flipped advising, generation z, pre-training, screencast  \nMany higher education instructors use flipped learning frameworks to incorporate technology into their coursework; however, flipped learning can also apply to academic advising (Leonard, 2008 ; McIntosh et al., 2020 ; Steele, 2018) . In the flipped classroom, direct instruction is delivered to the individual space (e.g., at home, outside of class) rather than the group space (i.e., lecture hall) . The individual space created by flipped learning—where first contact with new material occurs—integrates well with the use of technology (i.e., instructional video tutorials, interactive games, etc.; Talbert, 2017) . Students can interact with technologically aided lessons on their own time, then spend course time on more meaningful interactions (e.g., group conversations, active learning techniques, etc.) alongside the instructor. These flipped classroom principles also apply to academic advising—students can interact with structured advising material at home that is designed to prepare them to have a more meaningful, personalized, and productive conversation during the advising appointment.  \nTo implement flipped advising effectively, Steele (2018) recommended using a Learning Management  \nSystem (LMS) to create modules (text, video, etc.) on course registration, institutional policies, and campus technologies. Doing so provides a structured environment where students can find information before an in-person advisor meeting. When flipped advising is done well, students find it to be more effective than traditional in-person advising (Aminiet al., 2018). However, this finding prompts a question: what does it mean to design flipped advising practices well? This study investigates how best to design materials for the individual learning space to prepare students for their in-person advising sessions. Specifically, we investigated the effect of:  \n1) modality of the materials ([text vs. video](text vs. video)).  \n2) provision of scaffolding materials that equip students to learn the advising content from each modality (inclusion of learning tips [vs. no](vs. no) learning tips before viewing the instructional content) .  \nThus, our research questions were focused on academic advising materials. Specifically:  \n1) Would students learn better from video or text?  \n2) Would prefacing materials (video or text) with pre-tutorials improve student learning?  \nWe focused on Gen Z—the current generation of learners who are situated in an increasingly technology-based learning world. The answers to these questions will help advisors optimize student learning and align with Gen Z learning preferences.  \nFlipped Advising: Which Modality Works Best?  \nTechnology’s rapid advancement in recent years has created new methods of interaction for academic advisors (e.g., email, social media), including flipped advising frameworks. Gen Z st","cbCaiuAersfn3SLP","https://ap.wps.com/l/cbCaiuAersfn3SLP","pdf",332712,13,"English","# Improving Flipped Academic Advising: Designing Materials for the Technology-Based Higher Education Landscape\n## Flipped Advising: Which Modality Works Best?\n## Improving Academic Advising Through Pre-Tutorials\n## How Can Advisors Design the Most Effective Materials for Flipped Advising?","[{\"question\":\"How does tutorial modality affect flipped academic advising learning outcomes?\",\"answer\":\"The study compares text-based versus video-based advising tutorials and finds that modality interacts with pre-tutorial support, producing different learning effects across participant groups.\"},{\"question\":\"What role do pre-tutorials play in the flipped advising framework?\",\"answer\":\"Pre-tutorials serve as learning support scaffolds before students engage with flipped advising content, but their effectiveness depends on whether the main tutorial is delivered as video or text.\"},{\"question\":\"Why does the study focus on Gen Z learning preferences?\",\"answer\":\"Gen Z learners are described as operating in an increasingly technology-based learning environment, and the study aims to align advising material design with those preferences to optimize learning.\"}]","Improving Flipped Academic Advising: Designing Materials for the Technology-Based Higher Education Landscape | PDF",33,{"code":4,"msg":80,"data":97},[98,102,106,110,115,118,123,128,133,136,140],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":99,"show_sort_weight":100,"slug":101},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Exam",70,"exam",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},5,"Comic",60,"comic",{"id":84,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":116,"slug":117},50,"technology",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},7,"Healthcare",40,"healthcare",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":126,"slug":127},8,"Research & Report",30,"research-report",{"id":129,"doc_module":4,"doc_module_name":25,"category_name":130,"show_sort_weight":131,"slug":132},9,"Religion & Spirituality",20,"religion-spirituality",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":134,"show_sort_weight":131,"slug":135},"World Cup","world-cup",{"id":137,"doc_module":4,"doc_module_name":25,"category_name":138,"show_sort_weight":137,"slug":139},10,"Lifestyle","lifestyle",{"id":141,"doc_module":4,"doc_module_name":25,"category_name":142,"show_sort_weight":111,"slug":143},19,"General","general"]