Impact of Technology-Mediated Communication on Student Evaluations of Advising

Junco, Reynol; Mastrodicasa, Jeanna; Aguiar, Alicia Vance; Longnecker, Elizabeth Mae; Rokkum, Jeffrey N.

doi:10.12930/nacada-16-014

Cited by 10 publications

(8 citation statements)

References 17 publications

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“…The results of the analysis for the third hypothesis are accepted, which means that peer interaction plays a certain role in students' employability. This finding supports the results of previous studies, which found that peer interactions are responsible for employee employability [49]. Interaction with peers enables ISSN: 2252-8822 …”

Section: Regression Analysis Testsupporting

confidence: 91%

The correlation between self-efficacy and peer interaction towards students’ employability in vocational high school

Tentama

Nur

2021

IJERE

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<span>Employability is an important factor that can determine the quality of prospective graduates, especially in vocational high schools. Therefore, vocational high schools, as one of the educational institutions that prepare workforce resources, need to pay attention to factors that can increase their students' employability. This study aims to empirically examine the role of self-efficacy and the peer interaction on student employability. The subjects of this study were 132 students at Vocational High School Muhammadiyah Prambanan. The data were collected through an employability scale, a self-efficacy scale, and a peer interaction scale. The data were then analyzed with multiple linear regression techniques. The results showed that: 1) Simultaneously, there was a very significant role that self-efficacy and peer interaction have on employability with p=0.000 (p<0.01); 2) Partially, there was also a very significant role that self-efficacy has on employability with p=0.000 (p<0.01); 3) Peer interaction also had a partially significant role on employability with p=0.001 (p<0.01). Both self-efficacy and peer interaction simultaneously contributed 40.8% to employability, but self-efficacy had a more dominant role (26.7%) than peer interactions (14.1%).</span>

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Section: Regression Analysis Testsupporting

confidence: 91%

The correlation between self-efficacy and peer interaction towards students’ employability in vocational high school

Tentama

Nur

2021

IJERE

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“…Service innovations in higher education range from moving processes online, to developing and deploying mobile apps, to developing self-service applications that enable students to make degree plans tied to career objectives, to facilitating up-to-date communications between students and academic advisors. While from an outsider perspective, the above might not appear to be innovations, given the technology developments in our broader economy and how this has shaped students' expectations for e-services [30], including a strong dissatisfaction with student-facing technology [32], the above are indeed novel in many higher education institutions [34] and as such constitute "innovations" [35].…”

Section: Importance Of Research Topicmentioning

confidence: 99%

Factors Influencing Student Information Technology Adoption

VanDerSchaaf

Daim

Başoğlu

2023

IEEE Trans. Eng. Manage.

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Innovating service delivery in higher education by leveraging technology is central to supporting goals of transforming higher education to center on the needs of today's students. Aligned with these goals, this article identifies key determinants of student information technology adoption. Using a mixed-methods and empirical approach based on the Unified Theory of Acceptance and Use of Technology (UTAUT), a web-based survey was administered to undergraduate students at a public university in the Western United States to learn about their experiences with a web-based digital services platform (native mobile app and website), that aids students in accessing services and resources critical to maintaining their enrollment. Structural Equation Modeling, including Principal Components Analysis, was used to analyze 1841 valid survey responses and derive statistical results. The findings suggest that effort expectancy and social influence stand out as critical influences on behavioral intention to adopt the software for accessing university services, and new to UTAUT, that social influence and a students' basic technology skills are significant determinants of effort expectancy. This article makes unique contributions to the research literature. It applies UTAUT to a higher education context to help explain the critical determinants of the adoption of software for accessing university services. It also provides insights for how UTAUT can be applied in the university setting and offers suggestions for enhancing UTAUT.

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“…does not occur in real time (Amador & Amador, 2013). However, more recently, the use of synchronous communication technology (happening in real time) has become increasingly useful for maintaining the student-advisor interaction, especially after COVID-19 necessitated a move to almost entirely remote teaching, learning and service in higher education (Argüello & Méndez, 2019;Gaines, 2014;Henderson & Goodridge, 2015;Junco et al, 2016). This includes using platforms like Zoom, MS Teams and Google Meets as examples of synchronous communication technology for advising.…”

Section: Literature Reviewmentioning

confidence: 99%

Remote Academic Advising with a Synchronous Communication Technology: A Case Study

Houdyshell

Wang

Plescia

2022

Research on Education and Media

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As the COVID-19 pandemic shut down most face-to-face instructions and services in higher education, universities struggled to continue teaching and serving students. In particular, student services like academic advising were significantly impacted, as most advising is conducted in person. The use of synchronous communication technology was suddenly increased to continue advising students, employing Remote Academic Advising (RAA). Three researchers at a state university in the southeast USA conducted a case study to understand the experiences of using RAA by academic advisors. The study included 11 academic advisors from different academic colleges and areas who were engaged in RAA to provide advising service to students during the 2020–2021 academic year. Four themes emerged after a reiterative process of coding and analysing the interview responses. The four themes were a slow transition to using RAA, RAA can also be relational, RAA can promote more awareness of mental health and RAA should be part of regular advising practice. The discussion section includes recommendations for advancing RAA as regular practice through a concerted effort of promotion, leadership and effective use of RAA with synchronous communication technology among the advising community on campus.

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Impact of Technology-Mediated Communication on Student Evaluations of Advising

Cited by 10 publications

References 17 publications

The correlation between self-efficacy and peer interaction towards students’ employability in vocational high school

The correlation between self-efficacy and peer interaction towards students’ employability in vocational high school

Factors Influencing Student Information Technology Adoption

Remote Academic Advising with a Synchronous Communication Technology: A Case Study

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