As Varney (2009) noted “the most important strategy for success with online students is to form solid, meaningful connections from orientation to graduation and to use these connections to help students feel connected to something larger than just the computer, their online course, or the school’s Web site” (2009, para. The metrics for success, as they relate to achieving quality distance advising, must not be based on arbitrary or mechanical processes such as achieving a certain frequency of student-advisor interactions or completing a list of activities (e.g.
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As online programs continue to experience tremendous growth, institutions are struggling to implement student support services that offer the same level of support to their distance-learners as they do for their face-to-face counterparts.
Consequently, online students are especially vulnerable to receiving a one-size-fits-all approach to academic advising and experiencing a sense of detachment from their educational experience because of the distance that separates them from their institution.
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