Query: online mentoring in education

title: Online mentoring in medical education
abstract: Online mentoring offers a number of advantages in medical education. These advantages can help both mentors and mentees. The main advantages of online mentoring are that: it is much more likely to be learner or mentee centric than traditional forms of mentoring; it has great potential to save costs; it can enable a more continuous and long term relationship to develop; it enables the recording of mentoring activities, goals and milestones by means of online portfolios. There are some disadvantages associated with online mentoring. One of the main criticisms of online mentoring is that, when it is asynchronous, it prevents the mentor and mentee from reading each other's facial expressions and body language. Another disadvantage is that lapses in online security may make the relationship less secure. Online mentoring is still relatively in its infancy and undoubtedly will continue to grow and develop in the future.

title: Improving Mentoring in Higher Education in the Age of Online Learning
abstract: 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.

title: Improving Mentoring in Higher Education in Undergraduate Education and Exploring Implications for Online Learning
abstract: 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.

title: Implementation of online mentoring program in dental education.

title: The effect of online mentoring system through professional learning community with information and communication technology via cloud computing for pre service teachers in Thailand
abstract: The objective of this study was to evaluate the utilization of Online Mentoring system through Professional Learning Community with Information and Communication Technology via Cloud Computing for Pre Service Teachers in Thailand. The sample was 26 pre service teachers of computer education program, Faculty of Education, Phuket Rajabhat University of academic year 2018. The instrument was the evaluation form of system effectiveness in 4 components which were the ability of function requirement test; the accuracy of function test; the accessibility and simplicity of usability test; and the security test. The findings indicated that each element was at the highest level and the overall average was at 4.68; the Standard Deviation was 0.36. Therefore, it illustrated that online mentoring through professional learn was effective at the highest level.

title: E Mentoring in Higher Education: A Structured Literature Review and Implications for Future Research
abstract: Mentoring in higher education helps learners acclimate to a new academic topic, increases the likelihood of academic success, and reduces attrition. Learners rely on the expertise and experience of mentors to help them graduate in a timely manner and advance on to their career. As online and distance education becomes more pervasive, computer mediated mentoring allows learners to connect with their mentors in new ways. Research about mentoring in higher education includes investigations into the efficacy of virtual or e mentoring. We conducted a literature review of research from 2009 to 2019 to identify relevant elements for implementing e mentoring programs in higher education. Our research revealed that there is a consistent interest in the subject matter within educational research; however, there is a gap on virtual mentoring in higher education for students conducting offsite internships. Our research reviews e mentoring programs, identifies how these programs are evaluated, identifies factors of successful programs, and establishes a research agenda in areas of e mentoring programs for students in offsite internships and how they can be structured to achieve the same level of success.

title: STEM Near Peer Mentoring for Secondary School Students: a Case Study of University Mentors' Experiences with Online Mentoring
abstract: The steady decline in secondary students' achievement and interest in science and mathematics is an area of concern for governments, industry, and the education sector. Increasing student engagement in Science, Technology, Engineering, and Mathematics (STEM) disciplines is a top priority if countries are to meet demands for STEM based expertise in the current and future workforce. Amongst strategies to address such concerns, peer mentoring programs have gained increased popularity. Although previous research shows that mentoring can be a successful strategy, the processes that underpin positive outcomes for participants remain largely underexplored. This paper responds to calls for research on mentoring processes linked to effectiveness in STEM peer mentoring programs. We explore the development of mentoring relationships in an online near peer mentoring program between university students and regional secondary school students. We analysed qualitative and quantitative data on mentors' perceptions of relationship quality and mentee engagement, and their use of mentoring strategies, over a 9 week period. Implications for online mentoring are discussed, including a model to facilitate university to school mentoring to increase students' engagement in STEM disciplines.

title: Promoting Emotional Well Being While Learning through Online Mentoring in a Hispanic Female Pre Service Teacher Population.
abstract: In a university whose population is predominately Hispanic and predominately female, with a majority consisting of many first generation students, support and scaffolding systems must be utilized for student success. Therefore, it makes sense to investigate mentoring and perceptions of emotional well being for the population. Research in this area has been ongoing for many years, however, it has never been as important as the present, as current enrollment in universities in the area and nationwide declines. Much has been written and said about the current and projected growth of the Mexican American population. One particular area of interest is the impact of population growth on the demographics of postsecondary education in the United States (Quintana, Vogel, Ybarra, 1991) For Mexican Americans, who constitute the majority of the U.S. Hispanic population, a postsecondary degree is a critical route to achieving parity, which in turn facilitates inclusion into positions of social, economic, and political power in the broader U.S. society (Apple, 1990) Well being is defined as a person's welfare, happiness, advantages, interests, utility, and quality of life. (Burris, et. al. 2009) College years (the beginning of college and the transition from childhood to adulthood) are often one of the most stressful periods of life. The stressors of the first time college experience can cause a decrease in psychological and/or emotional well being, (Chao, 2012) Non traditional students do not see themselves as traditional and do not expect to fit into college life. Many Hispanic female students are in this situation. The need to balance work and family as well as school was documented by non traditional students (Christie, Cree, Hounsell, McCune, Tett, 2008. Studies found that positive social support is crucial to manage stress, (Chao, 2012) To ensure the best outcome while enrolled in college, support is necessary to enable students to complete college successfully, as well as the transition from college life to the workforce (Bewick, Koutsopoulou, Miles, Slaa, Barkmam, 2010) The support of family, and especially their mothers, allows Hispanic women to feel somewhat as ease with actions that a Hispanic woman from a more traditional family would usually not have taken. (Okagaki, Frensch, and Gordon 1995) Online learning requires more from students in terms of self discipline and self regulation. Williams and Heilman (2004) found that self regulation is generally accepted as an important construct in student success within environments that allow learner choice, such as online courses. They investigated differences between first and second generation college students' ability to self regulate their online learning and found that first generation students report significantly lower levels of self regulation for online learning than their second generation counterparts.  This study is needed to contribute to and scaffold the success of female Hispanic students at the undergraduate level. The purpose of this study is to examine emotional well being along with mentoring and perceptions about mentoring influencing Hispanic female academic achievement. Fewer course drops and university withdrawals have been indicated when a support system is in place for this population. Currently the southwest border region of the United States is primarily responsible for the education of this population, therefore mentoring systems and factors that lead to emotional well being should be researched and disseminated. Hispanic students enrolled in undergraduate online classes of future teachers at the University of Texas at El Paso, a border university located within two blocks of Mexico, continue to request help while enrolled in the pre service classes. Online learners continue to participate in mentoring.

title: Online mentoring of dissertations: the role of structure and support
abstract: This study focused on the mentoring experiences of 10 faculty members during the dissertation stage of two online professional doctoral programs. Interview data provided insight into the strategies used by the professors in the areas of virtual communication, research design and dissertation development, and psychosocial support, and the challenges they faced during the online mentoring of dissertations. The findings emphasize the importance of structure and scaffolds both in research education and in interactions in the online environment, due to the absence of opportunities for research apprenticeship and on campus mentoring.

title: Exploring online mentoring with preservice teachers in a pandemic and the need to deliver quality education
abstract: PurposeSocial constructivism in teacher education highlights the importance of social interaction between preservice teachers (PTs) and their cooperating teachers (mentors) for effective mentoring. Mentoring relationship between PTs and mentors had to take a different path due to the pandemic when face to face education shifted to online education. The purpose of the present study was to explore online mentoring experience from the perspectives of PTs. PTs were interviewed after the completion of an eight week online school experience course. Data obtained from focus group interviews were analyzed using pattern coding.FindingsOverall, the PTs mostly had a positive online mentoring experience. They reported receiving sufficient contextual and technological support when needed with limited professional support. However, they expected their mentors to allocate more time and their university supervisors (USs) to control practicum schools and to provide more online teaching samples and guidelines. They indicated that when they did not receive supports this was entirely due to the pandemic. research could inform USs and mentors who coordinate mentoring programs at schools and universities so that they might take an urgent step to restructure mentorship training, putting emphasis on the online aspect. Given the number of the participants, this research is limited in scope.valueThis research contributes to a body of research that investigates how online mentoring may be more effective. To create positive online mentoring relationships, following suggestions are provided to mentors: providing ongoing online support to PTs to overcome online mentoring challenges, spending an extra hour with PTs for reflection and making use of multiple contexts for PTs' professional ownership.