E-mentoring Program Research Articles

The Effectiveness of E-Mentoring Program to Develop Mothers' Awareness of Protecting their Children from Sexual Harassment in Kindergarten

The Effectiveness of E-Mentoring Program to Develop Mothers' Awareness of Protecting their Children from Sexual Harassment in Kindergarten

Exploring experiences of an e-mentoring program in teacher education: Voices of pre- and in-service teachers

E-mentoring can provide a mentoring process using the advantages of technology and eliminating barriers of distance and time. Preservice teachers need mentoring during their education to help develop their theoretical and practical knowledge. A growing body of study suggests that a well-structured mentoring process is essential for preservice teachers on professional development. To that end, the purpose of the study is to reveal the preservice teachers’ views and in-service teachers on the e-mentoring program. The study adopted an exploratory case design as a qualitative method by exploring the participants’ views on the process and involved holding lectures and mentor–mentee meetings over 10-week course and following the 3-stage process specified by Single and Single to carry out the e-mentoring implementation process with 16 mentors and 49 preservice teachers. Participants found the process very beneficial, especially regarding interaction with the teacher, transferring experience, and determining a career plan. Mentors shared their experience through the mentoring process, increased mentees' interest in the profession, and obtained information about practical activities for their school students. This study has significantly contributed to a process that can increase preservice teachers' theoretical and practical skills, improve their professional knowledge about their future teaching, and develop positive attitudes toward the profession. In addition, mentors help preservice teachers to be more prepared for the setbacks they may encounter in the future. According to the literature, no study addresses the implementation of e-mentoring with both expert teachers and preservice teachers in information technology area. According to the findings, mentors transferred their experiences, helped preservice teachers to be more prepared for the future, increased their interest in the profession, and obtained information about practical activities for their students. Consequently, education stakeholders and planners should consider further integrating mentoring into teacher education.

Designing and Developing an ‘E-mentoring Tool Kit’ to Enhance Business Aptitude

Three decades after the launch of World Wide Web, the role of internet has completely changed. Today, internet is a widespread network that is available and used 24x7 by millions of people around the globe. Internet besides providing people-to-people connectivity has been extensively used as a platform for one-to-many communication. One such use of internet has seen rapid growth and development in the field of education. This intern leads to delivering online education which sans geographical boundaries, across cultures and societies where education is required.
 One such instance, is the birth of the concept of ‘e-mentoring’, a platform considered to create link between a senior, more experienced person (mentor) and fresher or less skilled (mentee) individual. The use of E- mentoring in development of business aptitude and entrepreneurial learning is increasing day by day, however, a fully developed program with a complete module and contexts along with outcomes has not been generalized yet.
 This paper suggests an online business module to get started in developing e-mentoring program. This will be helpful for both mentor and mentee, to deliver and to receive business development related information respectively. This E-mentoring module can be an alternative option to a traditional face-to-face program or completely web-based or e-mail-based program. E-mentoring, if programmed successfully, can match protégé and mentors having similar interest and business aptitude.

Designing a complementary e-mentoring program for pre-service ELT teachers: online co-mentoring project

ABSTRACT In this qualitative study, we designed an online mentoring program to complement school-based mentoring to enrich the quality of existing mentoring experiences and explored the impact of this project on the professional development of 12 EFL pre-service teachers in an English-medium university in Turkey and six qualified English teachers. Pre-service teachers were assigned online co-mentors and asked to send them their lesson plans and teaching videos and several questions regarding their practicum, lesson plan preparation, delivery, assessment issues, as well as career-related concerns via e-mail to receive feedback. The data collected via semi-structured interviews before and after the project were analyzed through content analysis. The findings indicated a relatively high level of satisfaction among pre-service teachers regarding detailed feedback provision, the development of alternative viewpoints into teaching, enhanced teaching self-efficacy, reduced teaching anxiety, new insights into their career choices, and some challenges concerning the online nature of the study.

Supporting novice mathematics teachers: The impact of an e-mentoring and video-based professional development program on teachers’ noticing skills

This paper focuses on e-mentoring of novice mathematics teachers as professional development, and reports findings of the e-mentoring practices enriched with videos to improve noticing skills of novice teachers. A single group pre- and post-test study was conducted with the participation of 17 mentees, novice middle school mathematics teachers. Participants’ noticing skills were assessed through a whole-class teaching video shown to them before and after the intervention. The responses of the teachers to the video assessment were analyzed considering attending, interpreting and decision-making dimensions of noticing. The results revealed that the e-mentoring program improved the novice mathematics teachers’ noticing skills significantly in all dimensions.

Effects of an E-Mentoring Program to Improve Youth Financial Empowerment

This study aimed to develop an e-mentoring youth financial education program and verify its effectiveness for promoting financial empowerment and establishing financial capabilities among independent consumers. A four-session, eight-hour “Youth Financial Empowerment Mentoring Program” was developed. This program dealt with financial literacy and financial psychology factors in an integrated fashion. We used the nonequivalent control group pretest-posttest design to evaluate the program’s effectiveness. Specifically, by using Zoom, a virtual conference platform, four mentors of college students were trained for four sessions over two weeks. Meanwhile, four groups were formed with four mentors and 18 high school mentees to implement a four-week e-mentoring program. As a result of the analysis of covariance, significant differences were found between the two groups in all financial psychology factors and financial literacy variables. In addition, the score of the experimental group was higher than that of the control group. As a result of qualitative evaluation through FGI for mentees and mentors, mentees experienced positive changes in financial behavior, beliefs, attitudes, and personal relationships, as well as increased financial knowledge. Meanwhile, mentors experienced positive changes in their introspection into financial behavior and consumption. Considering these results, we can conclude that this program effectively induces participants to learn and reflect on their initiative, which is in line with the original goal of “improving financial empowerment”.

Someone on my side: The experiences of high-achieving, underserved high school students in an e-mentoring college access intervention

ABSTRACT Lower-income students with outstanding academic credentials often lack the knowledge and support to apply to highly ranked colleges and universities that they would be eligible to attend. This study investigated a national e-mentoring program, CollegePoint, that provided one-to-one mentoring to low- and moderate-income, high-achieving high school students. The 15-month mentoring program covered college choice, application, and financial aid processes. We employed a human ecology theoretical framework that highlights interactions among mentoring experiences, individual characteristics, and multiple environmental contexts. Results of 13 focus groups with e-mentors and interviews with 123 student participants and 8 project directors indicated that the virtual mentoring format was comfortable and often preferable to students. The remote mode of communication allowed for considerable variation in engagement, however, with some students consistently in contact with their mentors and others dropping out temporarily or permanently. Students who remained highly engaged with their mentors were those who needed help, felt a connection to their mentor, and appreciated the arms-length relationship enabled by the virtual format. For these students, e-mentoring gave them a realistic sense of their eligibility for admission to a range of selective colleges and helped them complete time-sensitive tasks and make thoughtful decisions. Consonant with ecological theory, CollegePoint appeared to act as a bridge between students’ immediate contexts and the policies, structures, and procedures related to college admissions and financial aid. When e-mentors were able to engage all aspects of students’ ecology, CollegePoint had the potential to transform the college application experience and even the self-concept of students.

E-Mentoring Pilot Program in Academic Internships: Effectiveness in Improving Participants’ Competencies

This research is interested in the role that mentoring can play as a strategy for academic and professional support in the academic internships of undergraduate students of a marketing program in a Colombian university, aiming to validate an e-mentoring model to stimulate the acquisition of professional competencies in students of academic internships. Thus, a quantitative approach-related group pre-posttest experimental type study (a pilot study) was carried out to validate the e-mentoring program. The sample consisted of 18 mentees with their respective 18 mentors, who were evaluated in three different phases (pretest mentee, posttest mentees, and posttest mentors). The results showed positive results, especially in four distinctive competencies (project management, problem-solving, autonomous work, and teamwork). On the other hand, the mentors confirmed elements associated with high satisfaction with the e-mentoring program through its design, purpose, the training provided, and the level of professional, logistical, and technological support.

Engaging advanced practice nurses in evidence-based practice: An e-mentoring program.

Mentoring is highly valued in the nursing profession and essential to building an evidence-based practice (EBP) culture. However, many organizations have a limited number of EBP mentors, who have limited non-clinical time to engage in mentoring. This project aimed to test whether an e-mentoring approach to nursing inquiry could enhance EBP beliefs (EBPB), increase EBP Implementation (EBPI), and improve Organizational Culture and Readiness for System-Wide Implementation of EBP (OCRSIEP). A pre-experimental pilot intervention project was implemented utilizing a pretest-posttest design with Advanced Practice Registered Nurses' (APRNs) in clinical practice. The OCRSIEP, EBPB, and EBPI scales were used to measure organizational readiness for EBP implementation, individual beliefs regarding the value of EBP, and the extent to which nurses integrate scientific evidence into their clinical practice, respectively. The Wilcoxon-Signed Rank test was used to analyze the difference between pretest and posttest scores of an EBP E-mentoring program. A post-hoc analysis was performed to calculate effect sizes. [Correction added on 13 May 2022, after first online publication: The Methods section was revised to add additional details.] RESULTS: Eleven APRNs completed the pretest and posttest surveys. When comparing the pre-and post-intervention scores, the median EBPB scores increased from 61 (IQR: 56-69) to 70 (IQR: 64-73), median EBPI scores increased from 13 (IQR: 7-33) to 20 (IQR: 13-31), and median OCRSIEP scores increased from 88 (IQR: 73-97) to 99 (IQR: 90-113). A 12-week Nurse Inquiry E-mentoring Program can leverage the small number of EBP mentors in an organization to improve EBPB. A program lasting longer in duration may also significantly improve EBPI and OCRSIEP scores. By utilizing technology and leveraging economies of scale, exponentially more nurses can be mentored to create and enhance an EBP culture.

Equal peer e-mentoring for online graduate students: a case study and mediation model

ABSTRACT Equal peer e-mentoring in digital learning is emerging to promote online students' psychosocial wellness and academic success. The study purposes were (1) to evaluate the effectiveness of one equal peer e-mentoring program and (2) to validate a theoretical model of the interplay between inputs, processes, and outputs of mentoring relationships. Fifty-three graduate occupational therapy students rated their motivation and performance, the support they provided and received, the relationship quality, satisfaction with the e-mentoring program, and career growth. Structural equation modeling was used to test for mediating relationships among these factors. A causal model anchored on the mediating variables of psychosocial support, instrumental support, and relationship quality accounted for 69% of the variance in the mentoring program satisfaction and 34% of career growth variance. In conclusion, equal peer e-mentoring can facilitate student academic and career success. Furthermore, findings validate a theoretical model as an explanatory tool for effective equal peer e-mentoring.

E-mentoring program organized by the Turkish Association for Child and Adolescent Psychiatry during the COVID-19 pandemic.

E-mentoring program organized by the Turkish Association for Child and Adolescent Psychiatry during the COVID-19 pandemic.

Equal Peer-Mentoring as a Tool for Professional and Academic Development: Evaluation of an Online e-Mentoring Program for Doctoral Students

Abstract Date Presented 03/28/20 In this mixed-methods study, we present an evaluation of an equal online peer-mentoring program for postprofessional OT doctoral students. Findings suggest multiple benefits, including support and professional development for participants. Practical implications for implementing effective equal peer-mentoring programs will be described. Primary Author and Speaker: John Norcross Additional Authors and Speakers: Liat Gafni Lachter Contributing Authors: Nancy Doyle, Linda Niemeyer, Karen Jacobs

An investigation of self-efficacy crossover between mentors and protégés within mentoring dyads.

Our current research investigated how mentors enhance protégé self-efficacy. Drawing from social comparison theory, we propose that the shared experience between mentors and protégés facilitates the ability of protégés to adopt the perspective of their mentors. Additionally, the perspective-taking that a protégé engages in enables them to ascribe positive aspects of their mentor (i.e., efficacious beliefs) to themselves. Study 1 (N=205 adults) and study 2 (N=204 adults) adopted an experimental design (i.e., vignette study) and study 3 (N=148 undergraduate management students) adopted a survey design with protégés in an e-mentoring program. Results from all three studies provided evidence for the transfer of efficacy beliefs from the mentor to the protégé. The findings supported the postulation that shared experience between the protégé and mentor facilitates perspective-taking on behalf of the protégé. Although the findings of the experimental studies showed that a protégé's perspective-taking moderated the positive transfer of efficacy beliefs from the mentor to the protégé, the field study failed to replicate this particular finding. Our current research findings have implications for training and developing employees.

Perceptions of Job Competencies and Mentoring Program Development for Extension Administrative Assistants: A Focus Group Study of Multiple Extension Employee Groups

Extension workplace mentoring programs may produce increased Extension programming competence, organizational commitment, job satisfaction (Denny, 2016), and leadership effectiveness (Kutilek & Earnest, 2001). The study described in this article aimed to gather information for a proposed mentoring program for Extension administrative assistants. A total of 12 focus groups were conducted with 78 participants representing five employee groups: administrative assistants, Extension agents, county directors, state specialists, and department heads. Employee groups were separately interviewed. Findings indicated that respondents perceive the role of an administrative assistant as critically important, and major competencies required by the administrative assistant role are people skills/customer service, bookkeeping, technology, and a willingness to learn/adaptability to change. Respondents perceived that workplace mentoring is important, and it should be required of all newly-hired administrative assistants. Regarding incentives, administrative assistants felt that counting mentoring time as part of their University’s annual professional learning requirement of 32 hours would encourage participation. Major recommendations include the establishment of an e-mentoring program that incorporates the administrative assistants’ academic, career, and personal goals in addition to organizational policies and procedures.

A Web-Based Intervention for Youth With Physical Disabilities: Comparing the Role of Mentors in 12- and 4-Week Formats.

BackgroundYouths with physical disabilities face many barriers in society, including social exclusion, stigma, and difficulties finding employment. Electronic mentoring (e-mentoring) offers a promising opportunity for youths with disabilities and has the potential to improve their inclusion while enhancing career outcomes. However, little is known about the role of mentors in a Web-based e-mentoring format to improve employment outcomes.ObjectiveThis study aimed to explore the role of mentors in engaging youths in an e-mentoring intervention and to compare and contrast mentors’ engagement strategies within a 12- and 4-week format.MethodsThis paper drew on a pilot feasibility study, which is a group, Web-based employment readiness intervention involving a discussion forum for youths with physical disabilities. Our intervention involved having trained youth mentors (ie, near-peers who also had a disability) lead Web-based discussion forums while offering peer support and resources, which involved 12 modules completed over both a 12- or 4-week format. We used a mixed method approach including qualitative data (mentor interviews and discussion forum data) and quantitative data (pre-post survey data) comparison.ResultsA total of 24 youths participated across 3 e-mentoring intervention groups: 9 in the 12-week format (mean age 17.7 years [SD 1.7]) and 15 in the 4-week format (mean age 19.5 years [SD 2.6]), led by 3 trained youth mentors with disabilities, 2 males and 1 female (mean age 22 years [SD 2.64]). Our findings revealed that mentors engaged youths in the e-mentoring program by providing informational, emotional, and tangible support. We noted more instances of mentors providing advice, empathy, and encouragement in the 12-week format compared with the 4-week format. We also found fewer examples of providing advice, developing a rapport, and social support from mentors in the 4-week format. Our findings revealed no significant differences between the 2 groups regarding time spent in the forum, number of logins, number of posts, and self-rated engagement.ConclusionsMentors in the 12-week and 4-week format engaged participants differently in providing informational and emotional support, although there were no differences in tangible support provided. Mentors reported that the 12-week format was too long and lacked interaction between participants, whereas the 4-week format felt rushed and had fewer detailed responses from mentees.International Registered Report Identifier (IRRID)RR2-10.2196/resprot.8034

Lessons Learned: Coaches’ Perceptions of a Pilot E-Mentoring Programme

The purpose of this study was to examine mentor and mentee perceptions of the viability of a pilot e-mentoring programme for U.S. lacrosse (USL) coaches. Twelve mentees and 12 mentors were paired into dyads, met at a national coaching convention, and were directed to continue their mentoring relationship for up to 6 months via an online platform. Semistructured postprogramme interviews were conducted with four mentors and six mentees at the conclusion of the mentoring relationships. Interviews were transcribed verbatim and analysed via thematic analysis. Results showed that mentors and mentees experienced many of the benefits, barriers, and advantages found in traditional mentoring and e-mentoring relationships. Of interest were three key findings in which trust and respect was quickly experienced by participants, equity within the relationship created collegiality, and technology barriers limited effective teaching methods. Based on the results, practical implications for e-mentoring programmes are presented.

STEMming the Flow: Supporting Females in STEM

An e-mentoring program was established to support females who were studying or intending to study or work in Science, Technology, Engineering or Maths related disciplines (STEM) and were located in regional, rural or remote areas. Mentors and mentees were matched based on their shared interests, fields of study and area of employment. The mentoring program aimed to support mentees’ career development and smoother transitions from study into the workforce by providing an opportunity to develop knowledge and networks necessary to achieve their career goals. Data were collected through pre and post online surveys and semi-structured interviews. This paper describes the experiences of e-mentoring for participants located in rural and remote locations and shares implications for implementation of e-mentoring and suggestions for improvement for future e-mentoring projects.

Using an E-Mentoring Program for Enhancing Pre Service Teachers' Self Efficacy and Professional Development

The present study was conducted to identify the effect of using an e-mentoring program for enhancing 3rd year EFL students' teaching self efficacy and professional development. A quasi-experimental pre-post test control group design was employed. An e-mentoring program was developed by the researcher and used with the experimental group, whereas, the regular teaching method was used with the control group. Sixty males and females were randomly chosen and equally divided into an experimental group and a control one (thirty students each). The instruments included a needs assessment questionnaire to identify the teaching skills, and a teaching self efficacy scale and a teaching skills test. Analysis of data obtained showed that the experimental group achieved higher than the control group on both the self efficacy scale and the teaching skills test. Recommendations and suggestions for further research are presented.

Diseño de un programa de e-mentoring a partir del análisis de competencias adquiridas por los estudiantes de práctica empresarial del programa de mercadeo

Esta investigación se centra en el papel que ejercer el e-mentoring como estrategia de apoyo académico y profesional en la práctica empresarial de los estudiantes de sexto semestre del programa de Mercadeo Nacional e Internacional de la Universidad de Manizales. El e-mentoring está orientado a crear relaciones de ayuda, busca proporcionar un entorno virtual seguro donde el mentee pueda compartir cualquier problema crítico que afecte su éxito profesional y personal. Su objetivo principal es garantizar que los participantes se sientan "conectados" y tengan la facilidad de crear comunidades utilizando elementos claves como la interacción (Rovai, 2002). En este sentido, su integración en el contexto universitario supone brindar y facilitar la transición a la vida laboral de estudiantes en prácticas empresariales. Bajo este planteamiento, este trabajo tiene como objetivo potenciar la empleabilidad de los estudiantes utilizando un programa de e-mentoring, acercándoles a la realidad del mundo laboral formalizando una relación de colaboración virtual con mentores profesionales que tienen experiencia en sus respectivos sectores. Para dar respuesta a este objetivo se ha llevado a cabo, a priori, un estudio descriptivo para reconocer las competencias transversales en la formación de los estudiantes del programa de Mercadeo Nacional e Internacional, y así, considerar un diseño didáctico, eficaz y oportuno de un programa de e-mentoring a implementar. Por tal motivo, y mediante el uso de cuestionarios se han reconocidos las competencias existentes, ofreciendo una serie de las posibilidades conceptuales que ayudarán a determinar los elementos de refuerzo competencial en el programa de mentoring. Tras los resultados alcanzados se diseñará un programa de mentoring bajo el modelo ADDIE con el fin de acelerar la adquisición y refuerzo de competencias de los estudiantes en práctica empresarial.

PROTOCOL: Electronic mentoring to promote positive youth outcomes for young people under 25: a systematic review.

PROTOCOL: Electronic mentoring to promote positive youth outcomes for young people under 25: a systematic review.