CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Creating an Online Peer-to-Peer Mentoring Program: Promoting Student Relationships, Engagement, and Satisfaction during the Era of COVID-19
Tác giả
Krause A.J.; Moore S.Y.
Năm xuất bản
2022
Source title
College Teaching
Số trích dẫn
4
DOI
10.1080/87567555.2021.1925624
Liên kết
Tóm tắt
In the shift from on campus to online education, liberal arts colleges have lost much of the interaction among students that fosters student engagement, learning, and satisfaction. We present an online, student peer-to-peer mentoring program that creates learning partnerships between students and recreates this vital cocurricular learning online. Assigning mentors and mentees a year apart in the same major and asking them to engage in self-reflection, to learn about interpersonal relationships, to build actual relationships, and to consult with peers, creates an opportunity to reinforce liberal arts values of shared inquiry and application of learning. To assess program effectiveness, we report both student outcomes and attitudinal data from the fall semester 2020 when our university operated entirely online. © 2021 Taylor & Francis Group, LLC.
Từ khóa
Mentoring; online; student satisfaction
Tài liệu tham khảo
Abrami P., Bures E., Computer-Supported Collaborative Learning and Distance Education, American Journal of Distance Education, 10, 2, pp. 37-42, (1996); (2021); (2020); Bronkema R., Bowman N., Close Campus Friendships and College Student Success, Journal of College Student Retention: Research, Theory & Practice, 21, 3, pp. 270-285, (2019); “Charleston Southern Online - A Quality Online Education.” Charleston Southern University, Accessed May, 24, (2021); Collier P., Developing Effective Student Peer Mentoring Programs: A Practitioner’s Guide to Program Design, Delivery, Evaluation, and Training, (2015); Culpepper J., Qian K., Communicative Styles, Rapport, and Student Engagement: An Online Peer Mentoring Scheme, Applied Linguistics, 41, 5, pp. 756-785, (2020); (2021); Fayram J., Nel B., Kan Q., Anna M., Proudfoot A., Investigating the Benefits of Online Peer Mentoring for Student Confidence and Motivation, International Journal of Mentoring and Coaching in Education, 7, 4, pp. 312-328, (2018); Garcia-Melgar A., Meyers N., STEM near Peer Mentoring for Secondary School Students: A Case Study of University Mentors’ Experiences with Online Mentoring, Journal for STEM Education Research, 3, 1, pp. 19-42, (2020); “Student Services.” George Washington University, Accessed February, 22, (2021); George M., Mampilly S., A Model for Student Mentoring in Business, International Journal of Mentoring and Coaching in Education, 1, 2, pp. 136-154, (2012); Gunn F., Lee S., Steed M., Student Perceptions of Benefits and Challenges of Peer Mentoring Programs: Divergent Perspectives from Mentors and Mentees, Marketing Education Review, 27, 1, pp. 15-26, (2017); (2021); “Loyola Online - About Loyola Online.” Loyola University Chicago, Accessed May, 24, (2021); Ludwig-Hardman S., Dunlap J.C., Learner Support Services for Online Students: Scaffolding for Success, The International Review of Research in Open and Distributed Learning, 4, 1, (2003); Mauk A., Friendship and Student Engagement, Achievement, and Persistence in College, (2011); McCabe J., Friends with Academic Benefits, Contexts, 15, 3, pp. 22-29, (2016); McDaniel S., Besnoy K., Cross-Age Peer Mentoring for Elementary School Students with Behavioral and Academic Risk Factors, Preventing School Failure: Alternative Education for Children and Youth, 63, 3, pp. 254-258, (2019); Mollica M., Mitchell D., Increasing Retention and Student Satisfaction Utilizing an Online Peer Mentoring Program: Preliminary Results, Procedia - Social and Behavioral Sciences, 106, pp. 1455-1461, (2013); “Ohio State Online - Current Students.” Ohio State University–Columbus, (2021); “Learn More about Experiential Learning.” Oregon State University, Accessed February, 22, (2021); Rovai A., Wighting M., Feelings of Alienation and Community among Higher Education Students in a Virtual Classroom, The Internet and Higher Education, 8, 2, pp. 97-110, (2005); Ruane R., Koku E., Social Network Analysis of Undergraduate Education Student Interaction in Online Peer Mentoring Settings, MERLOT Journal of Online Learning and Teaching, 10, 4, pp. 577-589, (2014); Thompson C., Falkmer T., Evans K., Bolte S., Girdler S., A Realist Evaluation of Peer Mentoring Support for University Students with Autism, British Journal of Special Education, 45, 4, pp. 412-434, (2018); (2021); “UF Online - Student Experience.” University of Florida, Accessed February, 22, (2021); “Peer Mentors to Improve Outcomes in the Online Classroom.” University of Illinois, Springfield, Accessed August, 13, (2020); “University of Illinois Online Catalog - Student Support Services.” University of Illinois, Accessed February, 18, (2021); Zachary L., The Mentor’s Guide: Facilitating Effective Learning Relationships, (2012)
Nơi xuất bản
Taylor and Francis Ltd.
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus