“We Overwhelm Them with Hope”: How Online Mentors Can Support Online Learners

Abstract

This survey research study analyzed responses from 143 mentors from around the world participating in a global higher education initiative. Results confirmed the effectiveness of four mentoring domains identified in the literature, reporting the most success from providing emotional and psychological support for students. This article provides mentoring strategies including student goal setting, identifies characteristics of an online role model, and shows the importance of online mentors’ confidence in students gaining technology skills. The study has additionally contributed to the literature supporting (a) benefits of online mentoring for nontraditional students, (b) influence of technology on mentoring challenges, and (c) role assumption in online mentoring. Additionally, the study provided a literature review of the background of online mentoring and mentoring practices, the benefits and challenges of online mentoring, and lessons learned from research. This work presents a comprehensive understanding of online mentoring, providing support for mentors seeking to improve their performance as well as recommendations for creating mentoring programs to improve organizations.

Online Group Supervision in Graduate Psychology Training During the COVID-19 Pandemic

“…Moreover, online group supervision can be integrated into psychology graduate programs as part of the curriculum, especially in times of crises when there are challenges of isolation and distance. However, moving from the "circle" of the in-person group to the squares of the screen requires specific knowledge, and higher education institutions should prepare their teachers to teach and supervise online (Andersen & West, 2021). For example, supervisors may be encouraged to assume a role as facilitators of the group as a whole while helping members tolerate conflict, embracing vulnerability, and discussing clear goals and tasks for the group.…”

Mentoring as complementary support for learner engagement

“…Previous ODL reviews (Lee & Choi, 2011;Rotar, 2020) have identified inadequate preparation, among other factors, as a contributor to feeling anxious or fearful, and suggested that students should be holistically supported (Jacklin & Le Riche, 2009). Indeed, emotional and psychological support can play an important role in student success (Andersen & West, 2021) and facets of students' emotional engagement has been linked with achievement-related outcomes via cognitive and behavioural engagement (Fredricks et al, 2004). Thus, it is important that ODL providers also attend to the affective experiences of students.…”