Many institutions are implementing personalized Web-based student services, which will have a profound effect on interacting with students and achieving learning outcomes for students at a distance. We need a new conceptual model for describing the relationship between the advisor and students, as mitigated through use of technology. The model we propose seeks to combine old and new ideas from different fields of study to give a new perspective on academic advising in the virtual education setting.The need for this new outlook is warranted. Learners in the virtual university may be missing an opportunity for one-on-one ways to connect with a concerned member of the university community (Habley, 2004). We use the term virtual university to represent any higher educational institution where a student seeking advising is separated by space or time. Concerned academic advising professionals and faculty advisors search for the right technology and adequate resources to serve these students. Early attempts at academic advising at a distance provided virtual learners with online versions of print resources. However, advisors are going beyond these tools so that all students benefit from the convenience of an integrated portal that includes academic advising, library services, enrollment services, financial services, and other student services.The National Academic Advising Association (NACADA, 1999) has adapted standards and resources for advising distance learners. NACADA' s standards address critical issues and challenges for developing and maintaining advising programs at a distance, including regular evaluation and 85 10