Opportunities and Challenges of Online Mentoring in Teacher Education
Marty Thomas, The University of Georgia, United States
EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Online mentoring relationships are ones where the interaction between mentors and protégés occurs via computer-mediated communication (CMC) rather than face-to-face (f2f). With the availability of a wide-range of CMC tools (e-mail, instant messaging and video teleconferencing), online mentoring programs have grown exponentially. Online mentoring programs have the potential to provide higher levels of networking to individuals within the community of practice than may be available in purely f2f settings. Unfortunately, research has not kept pace with the rapid growth of online mentoring programs to fully assess the potential of online mentoring programs. This paper will explore the relationship between pre- and in-service teacher's willingness to participate in an online mentoring program for teacher development (www.teachersbridge.org) and their prior experiences with mentoring and CMC. Characteristics of participants in online mentoring programs are an important consideration for instructional designers of online mentoring programs.
Thomas, M. (2005). Opportunities and Challenges of Online Mentoring in Teacher Education. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 848-853). Montreal, Canada: Association for the Advancement of Computing in Education (AACE).
© 2005 Association for the Advancement of Computing in Education (AACE)