Abstract
Mentoring doctoral students in online programs can be even more challenging than mentoring in the face-to-face educational environment. Factors such as geographic and transactional distance can result in student isolation and attrition during the dissertation process. Students often are not prepared for the intensity of doctoral work and the discipline required to complete a dissertation. Effective mentoring techniques can decrease transactional distance boundaries to enhance the online dissertation process. Dissertation chairs must understand how mentoring can improve student learning. Rather than mentoring students based on personal beliefs or past experience, online dissertation chairs must familiarize themselves with best practices in mentoring throughout the dissertation process to provide a quality educational experience for their students, as well as to decrease attrition.
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