E-mentoring: A Model and Review of the Literature

Neely, Andrea R.; Cotton, John L.; Neely, Anthony D.

doi:10.17705/1thci.00096

Cited by 43 publications

(43 citation statements)

References 127 publications

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“…Research remains limited on which theoretical approaches are most effective for online mentoring in distance education. Differences in online-only and blended mentoring programs will impact the theoretical approach used (Neely, Cotton, & Neely, 2017). Research has shown that traditional frameworks can be adapted for online use.…”

Section: Theoretical Approachesmentioning

confidence: 99%

“…Mentors need to learn how to mentor effectively or have mentoring skills reinforced through training. Training is often cited as an important requirement for effective mentoring, but the characteristics of those trainings are often vague (Anderson, Motto, & Bourdeaux, 2014;Neely et al, 2017). In a review of mentoring programs, Ehrich, Hansford, and Tennent (2004) explained, "Administrators must .…”

Section: Developing Effective Mentorsmentioning

confidence: 99%

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Improving Mentoring in Higher Education in Undergraduate Education and Exploring Implications for Online Learning

Andersen

West

2020

Red

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This article is a literature review of mentoring and higher education academic literature from 2008-2018. The review analyzed what makes an effective mentor and what are the implications of practice for those strategies. This article is for higher education leaders, mentoring programs, and mentors who want to improve their traditional and online mentoring programs and mentoring practices. After narrowing the search terms, the researcher searched EBSCO and ERIC databases and this search produced a combined total of 256 results. These articles were further narrowed to 34 articles that met the keyword search and exclusion criteria. The remaining articles are the focus of the literature review analysis for mentoring and higher education literature. The review produced three major themes of impact of mentoring, role of mentor, and mentoring programs, as well as implications for practice for each theme. The researcher further examined the themes in detail and provided information about retention, persistence, long-term benefits of mentoring, student interaction, student support, role models, types of mentoring programs, platforms for mentoring, and mentor training. The review concludes with suggestions for further research, including recommendations for mentor training and online mentoring.

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Section: Theoretical Approachesmentioning

confidence: 99%

Section: Developing Effective Mentorsmentioning

confidence: 99%

Improving Mentoring in Higher Education in Undergraduate Education and Exploring Implications for Online Learning

Andersen

West

2020

Red

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“…Beyond face-to-face mentorship, prior research demonstrates the efficacy and challenges of e-mentoring (use of social computing technologies, such as video-conference, email, online networking sites) as the primary connection between a mentor and protégé in a dyadic mentorship relationship [37]. Ementoring sidesteps many of the barriers seen in traditional face-to-face mentorship models that may prevent a potential protégé from obtaining and benefiting from a mentor [5,46].…”

Section: Social Computing For Dyadic Mentorshipmentioning

confidence: 99%

“…However, prior research has not investigated how technology might support and expand access to face-to-face mentorship (i.e., sponsorship) in SUD recovery. Further, prior work demonstrates a strong need for understanding privacy, safety, and other social concerns for blended mentorship [37]. We address these challenges by identifying socio-technical opportunities and risks of blended mentorship for SUD recovery.…”

Section: Social Computing For Dyadic Mentorshipmentioning

confidence: 99%

Opportunities for Enhancing Access and Efficacy of Peer Sponsorship in Substance Use Disorder Recovery

Heyer

Schmitt

Dombrowski

et al. 2020

Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems

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Substance use disorders (SUDs) are characterized by an inability to decrease a substance use (e.g., alcohol or opioids) despite negative repercussions. SUDs are clinically diagnosable, hazardous, and considered a public health issue. Sponsorship, a specialized type of peer mentorship, is vital in the recovery process and originates from 12-step fellowship programs such as Alcoholics Anonymous (AA) and Narcotics Anonymous (NA). To investigate sponsorship relationship practices and to identify design opportunities for digitally-mediated peer support, we conducted 27 in-depth interviews with members of AA and NA. We identified five key sponsorship relationship practices relevant for designing social computing tools to support sponsorship and recovery: 1) assessing dyadic compatibility, 2) managing sponsorship with or without technology, 3) establishing boundaries, 4) building a peer support network, and 5) managing anonymity. We identify social computing and digitally-mediated design opportunities and implications.

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“…La actividad de mentoría ha sido definida como una relación que puede ser formal o semiformal entre una persona senior o mentor, y otra persona con menos experiencia (mentorizado, mentee, o telémaco), con el objetivo final de desarrollar las competencias y capacidades de afrontamiento que el recién llegado adquiriría con más dificultad o más lentamente sin ayuda (Single y Muller, 2001;Neely, Cotton y Neely, 2017). La persona más experimentada trata de guiar a la otra persona con menor experiencia sobre un ámbito concreto en el desarrollo de habilidades, conocimientos y factores psicosociales, a través del establecimiento de una relación de confianza.…”

Section: Introductionunclassified

Análisis del perfil del e-mentor/a en el marco de estudios de posgrado a distancia//Analysis of the profile of the e-mentor in the framework of distance graduate studies title

Fernández-García

García²,

Bullido³

2019

REOP

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RESUMEN Este artículo explora el perfil y las funciones específicas de la figura del e-mentor, en el marco de un máster universitario a distancia, dentro de un programa destinado a facilitar la adaptación académica de los nuevos estudiantes. Concretamente, se estudian los elementos que están presentes en la configuración del perfil del mentor dentro de un contexto de educación superior de posgrado a distancia. El estudio se aborda desde la experiencia y percepciones de los propios mentores. Se emplea para ello un diseño mixto, combinando un análisis cuantitativo (descriptivos y análisis de conglomerados a partir de escalas de valoración) y cualitativo (análisis de contenido, a partir de grupo de discusión y de un cuestionario abierto), triangulando, por último, ambos conjuntos de resultados. Se constata una alta satisfacción general con la propia labor de acompañamiento, y la emergencia de ciertas competencias socioemocionales presentes en el ejercicio del rol de mentor y que parecen jugar un papel clave, tales como acompañar en momento de dificultad, motivar y ofrecer apoyo emocional. Se concluye acerca de la importancia de las competencias socioemocionales para ejercer este rol y la necesidad de mantenerse dentro de los límites de las funciones que corresponden a esta figura; así como, complementariamente, la conveniencia de clarificar dicho rol a los estudiantes beneficiarios del programa. Se concluye asimismo acerca de la relevancia de la formación específica en técnicas de mentoría para este perfil. ABSTRACT This article explores the profile and specific functions of the figure of the e-mentor, within the framework of a distance university master's degree, within a program designed to facilitate the academic adaptation of new students. Specifically, the elements that are present in the configuration of the mentor's profile are studied within a context of postgraduate distance education. The study is approached from the experience and perceptions of the mentors themselves. A mixed design is used for this, combining a quantitative analysis (descriptive and analysis of clusters based on rating scales) and qualitative analysis (content analysis, from a discussion group and an open questionnaire), triangulating, finally, both sets of results. There is a high general satisfaction with the accompaniment work itself, and the emergence of certain socio-emotional competences present in the role of mentor and that seem to play a key role, such as accompanying at times of difficulty, motivate and offer emotional support. It concludes about the importance of socio-emotional competencies to exercise this role and the need to stay within the limits of the functions that correspond to this figure; as well as, in addition, the convenience of clarifying said role to the students who are beneficiaries of the program. It also concludes about the relevance of specific training in mentoring techniques for this profile.

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E-mentoring: A Model and Review of the Literature

Cited by 43 publications

References 127 publications

Improving Mentoring in Higher Education in Undergraduate Education and Exploring Implications for Online Learning

Improving Mentoring in Higher Education in Undergraduate Education and Exploring Implications for Online Learning

Opportunities for Enhancing Access and Efficacy of Peer Sponsorship in Substance Use Disorder Recovery

Análisis del perfil del e-mentor/a en el marco de estudios de posgrado a distancia//Analysis of the profile of the e-mentor in the framework of distance graduate studies title

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