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Preparing for Learning

College lecture hall.

Methods Used

The facilitation used in this course, which focuses on teaching academic advisors how to use a query builder tool and create initiatives from student data, is grounded in two key educational methods: Constructivist Learning and Self-Directed Learning. These methods incorporate real-world application, reflection, autonomy, and problem-solving, all of which are aligned with the course’s learning objectives. These concepts directly align with adult learning, which according to Ajayi (2019), "is premised on five key tenets: self-concept; experience; readiness to learn; orientation to learn; and motivation." Throughout the course, advisors will engage in practical tasks that involve reviewing student data to identify specific information, such as academic standing, unmet degree requirements, and advising appointment history. Advisors will also learn to identify at-risk students, including students on probation, within their assigned student population. Finally, advisors will develop proactive outreach strategies that aim to support student success. These methods directly support the course’s learning objectives by providing advisors with flexibility in the data they select, allowing them to apply what they learn to real-world scenarios, and help advisors critically think about the challenges impacting student success. This approach asserts that "learning activities should cause learners to gain access to their experiences, knowledge and beliefs" (Daley, 2002). By working through these tasks, advisors will not only build skills in data analysis but also strengthen their ability to make decisions that impact student outcomes. 


Prior to starting the course, advisors will complete a pre-course survey to assess their current understanding of SIS queries, their understanding of the student population they support, and their intended use of data in their advising practice. This survey will also capture their goals for the course and what they hope to achieve, which will help guide me as a facilitator in understanding the needs and objectives of the learner. After completing the course, advisors will be asked to complete a post-course feedback survey. This survey will evaluate whether the course met the learners’ expectations, if the content was relevant to their work, and will provide an opportunity to share suggestions for course improvement. This post-course survey will help me to make enhancements to course content and spaces for improved facilitation. 


The course includes three practice modules that provide advisors with hands-on activities to apply what they’ve learned. The first module offers the most guidance and involves simpler data requests by having advisors pull a list of students who have not yet met with their academic advisor. This task requires the advisor to only use two filters. The second module builds on this foundation, asking advisors to find students within their program who are on academic probation with a cumulative GPA below 2.00. The final activity presents a more complex scenario, in which advisors locate students in their major or program who are scheduled to graduate next semester but have not met all of their degree requirements. These activities progressively increase in complexity, allowing advisors to gain confidence and deepen their understanding. 


Facilitation Approach: Constructivist Learning

Constructivist learning is an ideal approach for both facilitation and practice in this course because it emphasizes real-world application through case-based examples. According to Perin (2011), contextualization helps learners to apply skills in meaningful ways and to transfer information across a variety settings. Advisors will engage in problem-solving as they navigate the system, troubleshooting any issues that arise if the data doesn’t appear as expected. Additionally, advisors will be encouraged to collaborate and discuss their findings with their supervisor and team, specifically when designing interventions and outreach campaigns. Learning, according to Hansman (2001), is inherently social, influenced by people, tools, and activities within in a given context. This collaborative component integrates social learning and peer-to-peer facilitation in which advisors can share insights, discuss challenges, and reflect on their learning to deepen their understanding with a partner.


The course structure uses facilitation through scaffolding to support the learner’ progression, starting with step-by-step video instructions on how to navigate this course. This is important because “adults may be self-directed in some situations but at other times prefer or need direction from others” (Kerka, 2002). This course aims to strike a balance in the amount of guidance provided, with more being present at the beginning and gradually decreasing. The first module introduces advisors to locating queries within the Reporting Center of the Student Information System (SIS) and familiarizes them with types of reports that are relevant to advisors. The video provides a detailed walkthrough of the various query filters that can be used to narrow data. For the first practice activity, advisors will receive detailed instructions to help them successfully pull data. As the course progresses, the level of guidance is decreased and the activities increase in complexity, allowing the advisor to become more independent in using queries. MacKeracher (2004) emphasized that facilitators should provide scaffolding early in the learning process and slowly dismantle it as learning progresses, which gives the learner opportunity for self-directed problem solving. In line with constructivist learning, the course emphasizes real-world application. Rather than asking learners to run a dataset on a very specific student population that they may not work with, they are instead asked to identify students that are active in their specific major or program. The course also uses reflection, asking advisors to consider how they would apply this data to a student success initiative. Advisors reflect on strategies on how they can use this data n to create interventions for probation students, how to create an outreach plan for students in their program that are missing degree requirements, and how to create a strategy to engage students that have not yet met with an advisor. In frequently modeling reflective practices throughout the course, I as the facilitator aim to help learners develop skills to critically think through problems and take control of their own learning. 


Facilitation Approach: Self-Directed Learning

The structure of this course itself is designed to support Self-Directed Learning. As stated by Merriam and Bierema (2013), “The role of educators in self-directed learning is to act as facilitators, or guides as opposed to content experts.” This course is an online, asynchronous format, providing advisors with flexibility to complete it at their own pace and on their own schedule. Advisors are empowered to facilitate their own learning and decide which data to pull and how to apply it within the three hands-on activities. Osborne and Schwartz’s (2016) article emphasized the advantages of SDL, specifically practice experience, skills development, and continuous learning. To accommodate various learning preferences, the course offers multiple learning formats, including video content with captions and job aids. This approach ensures learners have the autonomy to learn in a way that best suits their individual needs. 


Self-Directed Learning (SDL) is a key element in this course, allowing learners to take control of and direct their learning experience. The course is optional, meaning advisors can choose to participate based on their interest in learning how to pull and analyze data that is relevant to their department or college. Learners are also given flexibility to select the specific student population they wish to focus on, and they have the autonomy to design interventions and initiatives based on the data they gather. In keeping with SDL principles, advisors are encouraged to set personal goals for this course, deciding what they hope to achieve and what strategies or resources they will use to reach those goals. Successful SDL, as noted by Lin (2024), involves identifying areas for improvement and adjusting strategies to enhance outcomes. This is also apparent in the pre-course assessment in which advisors reflect on their expectations and what they hope to gain by the end of the course. After the course, they will consider how they can apply the new skills and insights directly to their work. Facilitation plays an important role in self-directed learning by providing structured guidance to help advisors navigate new information while also encouraging autonomous problem-solving. 


Theoretical Framework 

Both Constructivist Learning and Self-Directed Learning pull from Situated Learning Theory, the theoretical framework I am applying to this online asynchronous course. Constructivism posits that learners build their own understanding through experiences, and Situated Learning emphasizes that acquiring new knowledge is deeply influenced by the context and environment in which learning is taking place. “Situated learning theory would argue that the knowledge and skills related to adult roles and responsibilities can be learned most effectively within the actual contexts where they are used” (MacKeracher, 2004). It considers that learning is most effective when it occurs in authentic, real-world settings, where learners can engage with content and ask that are relevant to their work. The course considers the advisor’s unique environment by asking them to consider the student population they specifically work with and interventions that could be created specific to their advisees. Coryell et al. (2024) discuss this further, stating that “attributes of a particular context influence learner engagement with content and how they make meaning through the interaction.” Both constructivist learning and Situated Learning Theory also emphasize real-world scenarios and active problem-solving, which applies to the three query activities. Self-Directed Learning and Situated Learning Theory encourage learners to take initiative in exploring within context and reflecting on the learning experiences. Support systems, such as scaffolding, are important to both Self-Directed Learning and Situated Learning, providing learners with the needed guidance and resources to navigate challenges. These support mechanisms help learners build confidence by offering gradually decreased assistance, allowing advisors to slowly take on more responsibility in completing activities. By offering the right level of guidance throughout the course, scaffolding ensures that learners can progress through activities successfully while developing the skills and autonomy needed to complete these data-acquisition tasks in the future.


References


Ajayi, E. A. (2019). The role of traditional folklore in facilitating adult learning in 

Nigeria. International Review of Education / Internationale Zeitschrift Für 

Erziehungswissenschaft, 65(6), 859–877. https://doi-


Coryell, J. E., Baumgartner, L., & Bohonos, J. W. (2024). Methods for facilitating adult 

learning: Strategies for enhancing instruction and instructor effectiveness.

Routledge.


Daley, B. J. (2002). Facilitating Learning with Adult Students Through Concept 

Mapping. Journal of Continuing Higher Education, 50(1), 21–31. https://doi-


Hansman, C. A. (2001). Context-Based Adult Learning. New Directions for Adult & Continuing Education, 2001(89), 43. https://doi-


Kerka, S. (2002). Teaching adults: Is it different? Myths and Realities. ERIC, 21. 


Lin, X. (2024). Exploring the Role of ChatGPT as a Facilitator for Motivating Self- Directed 


Learning Among Adult Learners. Adult Learning, 35(3), 156–166. https://doi-


MacKeracher, D. (2004). Making sense of adult learning (2nd ed.). University of

Toronto Press.


Merriam, S., & Bierema, L. (2013). Adult learning: Linking theory and practice (1st ed.). Jossey-Bass, A Wiley Brand.


Osborne, R., & Schwartz, J. (2016). Self-Directed Learning and Not Choosing College: A Counterstory. New Directions for Adult & Continuing Education, 2016(150), 37–46. https://doi-org.proxy2.cl.msu.edu/10.1002/ace.20184


Perin, D. (2011). Facilitating Student Learning Through Contextualization: A Review of 

Evidence. Community College Review, 39(3), 268–295. https://doi-

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