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This working paper elaborates on a series of written advising email exchanges conducted with an AYBU-SFL student who volunteered to become an advisee and receive online written advising from one of the researcher-LAs in this study. The study spans a period of seven months, final three months overlapping the pandemic-related lockdown during which instruction at the university was delivered online. The purpose was to exploit the strategies and tools of advising asynchronously via email utilizing Intentional Reflective Dialogue (IRD) to promote deeper reflection, while at the same time facilitating advisee engagement and encouraging advisee ownership by considering certain motivational processes, including emphasizing effort, creating hope, respecting power, building relationships, expressing enthusiasm, challenging and prompting. In the paper, the context and background, and the purpose are introduced briefly. Then the motivational processes used are presented with reference to the written advising data pointing out and illustrating how motivation-boosting elements were incorporated in this series of IRD email exchanges. Finally, the impact of exploiting motivational resources is further discussed so as to bring insights to how advisors’ focus on motivational elements while conducting advising sessions influence the overall flow with respect to advisee engagement and ownership of the process. |
