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Enhanced Academic Advisement with Online Learning Management Systems

Abstract Many faculty strive to use academic advisement as more than simply scheduling classes for students. For example, proactive advisors use advisement opportunities to teach, mentor, encourage, and motivate students to apply classroom concepts to fieldwork opportunities; to master specific professional competencies; and to develop learning communities among their advisees. Online learning management systems (OLMS) (e.g., Blackboard, WebCT, Moodle) can be used and adapted to enhance undergraduate academic advisement. To more fully construct and maintain a learning community, this article uses Shapiro and Levin's (1999) learning communities framework to better understand the benefits of using OLMS for academic advisement in combination with face-to-face interaction, fieldwork, courses, and professional student organizations. The use of OLMS to enhance academic advisement directly supports three of Shapiro and Levin's (1999) eight learning communities characteristics: 1) organizing students and faculty into smaller groups; 2) helping students establish academic and social support networks; and 3) providing a setting for students to be socialized to the expectations of the profession. Thus, the purpose of this article is to convey the benefits of using OLMS as a tool to enhance academic advisement for the construction and maintenance of a learning community among faculty and students (Shapiro & Levin, 1999; Smith, O'Dell, & Schaumleffel, 2002) and provide an overview of content that one might consider when developing a similar site for their student advisement process.