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The Degree of Directiveness in Written Advising: A Preliminary Investigation

Author(s): Jo Mynard | Katherine Thornton

Journal: Studies in Self-Access Learning Journal
ISSN 2185-3762

Volume: 3;
Issue: 1;
Start page: 41;
Date: 2012;
Original page

Keywords: advising | self-directed learning | written feedback | discursive devices

In this paper, the researchers analyse written discursive devices that learning advisors (LAs) at their institution use in order to give input to learners on their self-directed work. The researchers analysed written advising approaches by seven LAs throughout an eight-week period and coded the discursive devices according to their degree of directiveness. The results of the research indicate that LAs draw on a range of discursive devices and use varying degrees of directiveness when addressing the needs and learning stage of the students. The results have implications for LA training at the authors’ institution.
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