Bridging Cyberspace through eMentoring Karen Jacobs Ed D
Bridging Cyberspace through e-Mentoring Karen Jacobs, Ed. D, OTR/L, CPE, FAOTA Nancy Doyle, OTD, OTR/L
Presentation Outline • Overview: e-Mentoring in the OTD program • • • Peer-peer mentoring Faculty-student mentoring Review of the evidence base literature Tools and strategies for e-mentoring Building a community of learners present and future through e-mentoring • Faculty and student perspectives
Defining e-Mentoring Electronic mentoring (e-mentoring) is mentoring using computer-mediated technology such as electronic communication platforms (Adobe Connect, Wimba), e-mail, message boards, etc. to provide and receive guidance and support. Includes a variety of formats such as peer-peer and faculty-student
Case Example: e-Mentoring Distance education post-professional doctoral program in occupational therapy Two pairs formed at matriculation: Student-student peer mentoring Faculty-student mentoring Relationships sustained until graduation Mentoring agreements negotiated each semester
Review of the Evidence Literature Peer mentoring: Instrumental and psychosocial support Program satisfaction (Grant-Vallone & Ensher, 2000) Faculty mentoring: Professional development and identification Academic direction, skill-building Creative and independent thinking of mentees (Milner & Bossers, 2004; Webb et al. , 2009)
e-Mentoring Evidence Base Promising alternative to in-person mentoring Success related to: Prior experience with internet use (Di. Renzo, Linnehan, Shao, & Motivation to be involved in mentoring (Di. Renzo et al. , 2010) Self-efficacy and task-efficacy for peer mentors: Rosenberg, 2010) Frequency of e-mentoring interactions (Di. Renzo et al. , 2010) Limitations: Published research limited to written e-mentoring methodologies (Di. Renzo et al. , 2010; Smith-Jentsch, Scielzo, Yarbrough, & Rosopa, 2008)
e-Mentoring Tools Web camera and electronic communication platform
e-Mentoring Strategies Semester-long mentoring agreements Weekly face-to-face meetings Document reviews with specified deadlines
Building a Community of Learners Peer and faculty report high satisfaction Benefits for online students: Motivation, connection to the university, and commitment to one’s academic and professional work Strong sense of community and support Potential for long-term professional relationships in clinical, research, and academic work
Student and Faculty Narratives Distance is not a barrier e-mentoring around the globe
Summary e-mentoring defined Program example Review of evidence base literature Recommendations for tools and strategies Outcomes: learning community and potential for long-term working relationships
References Di. Renzo, M. , Linnehan, F. , Shao, P. , & Rosenberg (2010). A moderated mediation model of e-mentoring. Journal of Vocational Behavior. 76, 292305. Grant-Vallone, E. J. , & Ensher, E. A. (2000). Effects of peer mentoring on types of mentor support, program satisfaction and graduate student stress: A dyadic perspective. Journal of College Student Development, 41, 637642 Milner, T. , & Bossers, A. (2004). Evaluation of the mentor-mentee relationship in an occupational therapy mentorship programme. Occupational Therapy International, 11, 96 -111. Smith-Jentsch, K. A. , Scielzo, S. A. , Yarbrough, C. S. , & Rosopa, P. J. (2008). A comparison of face-to-face and electronic peer-mentoring: Interactions with mentor gender. Journal of Vocational Behavior, 72, 193– 206 Webb, A. K. , Wangmo, T. , Ewen, H. H. , Teaster, P. B. , & Hatch, L. R. (2009). Peer and faculty mentoring for students pursuing a Ph. D in gerontology. Educational Gerontology, 35, 1089 -1106.
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