Abstract
ABSTRACT As online doctoral education continues to grow, faculty members are faced with mentoring an increasing number of students. To effectively support these students’ research projects, faculty mentors need to develop strategies that take into account the unique challenges of online environments. This study, based on Crawford et al. (2014) theoretical framework for online graduate mentoring, aimed to identify the strategies used by faculty members who advise online students in Educational Technology doctoral programs during research experiences. The data was collected through a survey completed by 24 mentors, and five of them also participated in individual interviews. These mentors were faculty members in online educational technology programs in the USA and Canada. The study found that faculty mentors used strategies associated with both the academic and psychological domains of Crawford et al.‘s framework. The practical implications of these findings are discussed in relation to enhancing the quality of mentoring in online doctoral education.
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