Mentoring Graduate Students Online: Strategies and Challenges

The proliferation of online graduate programs, and more recently, higher education institutions’ moves to online interactions due to the COVID-19 crisis, have led to graduate student mentoring increasingly occurring online. Challenges, strategies, and outcomes associated with online mentoring of gra...

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Autores principales:	Rhiannon Pollard, Swapna Kumar
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2021
Materias:	e-mentoring online mentoring virtual mentoring graduate mentoring Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/9b2214ed43e346ca8321adca7c1f0322
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spelling	oai:doaj.org-article:9b2214ed43e346ca8321adca7c1f03222021-12-02T17:00:16ZMentoring Graduate Students Online: Strategies and Challenges10.19173/irrodl.v22i2.50931492-3831https://doaj.org/article/9b2214ed43e346ca8321adca7c1f03222021-01-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/5093https://doaj.org/toc/1492-3831The proliferation of online graduate programs, and more recently, higher education institutions’ moves to online interactions due to the COVID-19 crisis, have led to graduate student mentoring increasingly occurring online. Challenges, strategies, and outcomes associated with online mentoring of graduate students are of primary importance for the individuals within a mentoring dyad and for universities offering online or blended graduate education. The nature of mentoring interactions within an online format presents unique challenges and thus requires strategies specifically adapted to such interactions. There is a need to examine how mentoring relationships have been, and can best be, conducted when little to no face-to-face interaction occurs. This paper undertook a literature review of empirical studies from the last two decades on online master’s and doctoral student mentoring. The main themes were challenges, strategies and best practices, and factors that influence the online mentoring relationship. The findings emphasized the importance of fostering interpersonal aspects of the mentoring relationship, ensuring clarity of expectations and communications as well as competence with technologies, providing access to peer mentor groups or cohorts, and institutional support for online faculty mentors. Within these online mentoring relationships, the faculty member becomes the link to an otherwise absent yet critical experience of academia for the online student, making it imperative to create and foster an effective relationship based on identified strategies and best practices for online mentoring. Rhiannon PollardSwapna KumarAthabasca University Pressarticlee-mentoringonline mentoringvirtual mentoringgraduate mentoringSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 22, Iss 2 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	e-mentoring online mentoring virtual mentoring graduate mentoring Special aspects of education LC8-6691
spellingShingle	e-mentoring online mentoring virtual mentoring graduate mentoring Special aspects of education LC8-6691 Rhiannon Pollard Swapna Kumar Mentoring Graduate Students Online: Strategies and Challenges
description	The proliferation of online graduate programs, and more recently, higher education institutions’ moves to online interactions due to the COVID-19 crisis, have led to graduate student mentoring increasingly occurring online. Challenges, strategies, and outcomes associated with online mentoring of graduate students are of primary importance for the individuals within a mentoring dyad and for universities offering online or blended graduate education. The nature of mentoring interactions within an online format presents unique challenges and thus requires strategies specifically adapted to such interactions. There is a need to examine how mentoring relationships have been, and can best be, conducted when little to no face-to-face interaction occurs. This paper undertook a literature review of empirical studies from the last two decades on online master’s and doctoral student mentoring. The main themes were challenges, strategies and best practices, and factors that influence the online mentoring relationship. The findings emphasized the importance of fostering interpersonal aspects of the mentoring relationship, ensuring clarity of expectations and communications as well as competence with technologies, providing access to peer mentor groups or cohorts, and institutional support for online faculty mentors. Within these online mentoring relationships, the faculty member becomes the link to an otherwise absent yet critical experience of academia for the online student, making it imperative to create and foster an effective relationship based on identified strategies and best practices for online mentoring.
format	article
author	Rhiannon Pollard Swapna Kumar
author_facet	Rhiannon Pollard Swapna Kumar
author_sort	Rhiannon Pollard
title	Mentoring Graduate Students Online: Strategies and Challenges
title_short	Mentoring Graduate Students Online: Strategies and Challenges
title_full	Mentoring Graduate Students Online: Strategies and Challenges
title_fullStr	Mentoring Graduate Students Online: Strategies and Challenges
title_full_unstemmed	Mentoring Graduate Students Online: Strategies and Challenges
title_sort	mentoring graduate students online: strategies and challenges
publisher	Athabasca University Press
publishDate	2021
url	https://doaj.org/article/9b2214ed43e346ca8321adca7c1f0322
work_keys_str_mv	AT rhiannonpollard mentoringgraduatestudentsonlinestrategiesandchallenges AT swapnakumar mentoringgraduatestudentsonlinestrategiesandchallenges
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Mentoring Graduate Students Online: Strategies and Challenges

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