Karen Jacobs, EdD, OTR/L, CPE, FAOTA
Nancy Doyle, OTD, OTR/L
Bridging Cyberspace through e-Mentoring
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 (DiRenzo, Linnehan, Shao, & Rosenberg,
2010)
Motivation to be involved in mentoring (DiRenzo et al., 2010)
Self-efficacy and task-efficacy for peer mentors: Frequency of e-mentoring interactions (DiRenzo et al., 2010)
Limitations: Published research limited to written e-mentoring
methodologies (DiRenzo 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
DiRenzo, M., Linnehan, F., Shao, P., & Rosenberg (2010). A moderated mediation model of e-mentoring. Journal of Vocational Behavior. 76, 292-305.
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, 637-642
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 PhD in gerontology. Educational Gerontology, 35, 1089 -1106.
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