This study investigated best practices in creating and providing advising materials to students in an asynchronous online environment (i.e., flipped advising). Specifically, we examined the effects of creating advising tutorials in different modalities (i.e., text vs. video), and providing learning support via a pre-tutorial before engaging with the flipped advising content (i.e., pre-tutorial vs. no pre-tutorial). We found a significant interaction of these factors such that participants who watched video tutorials benefitted from having a pre-tutorial, but those who read text tutorials were hindered by the pre-tutorial. These results suggest that pre-tutorials warrant additional investigation, especially in the context of technology-driven flipped academic advising.