Many institutions are implementing personalized Web-based student services, which will have a profound effect on interacting with students and achieving learning outcomes for students at a distance. A new conceptual model is necessary for describing the relationship between the advisor and students, as mitigated through use of technology. In this article, the authors propose a model that seeks to combine old and new ideas from different fields of study to give a new perspective on academic advising in the virtual education setting. The model is based on three models that have cognitive processing implications. The first is Bloom's cognitive taxonomy for learning, one that most advisors are familiar with as educators. The second conceptual model is from the Center for Transforming Student Services (CENTSS) Audits and recognizes the growth of student service portals. Implicit in the CENTSS model are various levels of increasing computer capabilities and sophistication. To clarify this implicit relationship, the authors use the Data, Information, Knowledge, and Wisdom processing model (DIKW) found in the fields of knowledge management and informational sciences. The main thrust of their argument is that Web-based student services provide virtual universities with increasingly powerful capabilities that can encourage greater complex cognitive processes for all students. (Contains 3 figures.)