Online Dissertation Chairs’ Perceptions: Reflective Mentoring Practices and Changing Student Cross Cultural and Generational Worldviews
Barbara Fedock, University of Phoenix, United States
EdMedia + Innovate Learning, in Vancouver, BC, Canada ISBN 978-1-939797-24-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
If online instructors minimize the integration of reflective mentoring and relationship building, the likelihood of online student disengagement may increase. Though researchers conducted empirical studies focused on online facilitation and learners, few conducted studies on online instructors’ perceptions of reflective mentoring practices related to the changing needs of online generational learners. Dissertation chairs’ perceptions of challenges, barriers, and issues of online chairs’ reflective practices and engagement with online Generation Z and V students significantly add to the need for an examination of the change process needed to prepare online dissertation chairs for future generations of dissertation writers. Online dissertation students demonstrate higher motivation and engagement levels when online mentors reflect on changing practices and search for new models to empower students.
Fedock, B. (2016). Online Dissertation Chairs’ Perceptions: Reflective Mentoring Practices and Changing Student Cross Cultural and Generational Worldviews. In Proceedings of EdMedia 2016--World Conference on Educational Media and Technology (pp. 829-832). Vancouver, BC, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved March 26, 2019 from https://www.learntechlib.org/primary/p/173045/.
© 2016 Association for the Advancement of Computing in Education (AACE)
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