Graduate students at a distance require an advising approach that allows them to connect to their peers, faculty, and the University as a whole. In addition, they need to be empowered to develop transferable skills and self‐directed behaviors from the advising process just as they are through the learning process. Faculty from the adult education and training specialization at Colorado State University conceptualized and built a self‐directed advising model to achieve these goals. A framework drawing from previous advising and adult learning theories, such as the integrated lens of adult development (Baumgartner, 2001), self‐directed learning, and the integrative advising approach in conjunction with the program's teaching philosophy applies the conceptual model to achieve the aforementioned goals.

中文翻译：

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案例研究：为远程学习者提供自我指导

远距离的研究生需要一种建议性的方法，使他们能够与同龄人，教职员工以及整个大学建立联系。此外，他们需要有权从咨询过程中像在学习过程中一样发展可转让的技能和自我指导的行为。来自科罗拉多州立大学的成人教育和培训专业的教师构想并建立了自我指导的咨询模型，以实现这些目标。从以前的咨询和成人学习理论中汲取的框架，例如成人发展的综合视角（Baumgartner，2001年），自我指导的学习以及结合方案的教学理念的综合咨询方法，运用概念模型来实现上述目标目标。