In distanced mentoring, which includes but is not restricted to e-mentoring, both the mentor and mentee are distanced physically, socially, and cognitively. Mentoring functions are usually mediated through technology: email, mobile telecommunication, or Skype. Distanced mentoring provides the possibility of matching a wider range of optimally suited and qualified mentor-mentee dyads that might be geographically distanced. However, the resulting social and cognitive distance involved can potentially weakens the relational bond between mentor and mentee.
Published in Chapter:
With the Likeness and Voice of Mentor: Mentoring Presence in Online Distance Learning
David Starr-Glass (University of New York in Prague, Czech Republic)
Copyright: © 2017
|Pages: 25
DOI: 10.4018/978-1-5225-0968-4.ch019
Abstract
Online distance learning environments are increasingly designed and facilitated using a Community of Inquiry framework, which promotes participant presence, encourages social interaction and exchange, and develops a sense of community. Communities of inquiry recognize the participation of real people, acknowledge their individuality, and engage them in a communal endeavor. However, sometimes communities of inquiry do not adequately meet the specific learning expectations and individual goals of participants. This chapter explores the author's quest to enhance a community of inquiry to make it more responsive to international students, skeptical about online distance learning and acutely focused on writing their undergraduate dissertations. The solution was to embed a one-on-one mentoring facility within the learning space thereby allowing students to receive personal guidance and support. The chapter considers Communities of Inquiry, social presence, and what is considered an innovative use of e-mentoring to support individuals within a broader learning community.