Abstract
The practice of mentoring has proliferated tremendously and occurs in many different forms. The advent of Internet technology offers some new possibilities to traditional face-to-face mentoring relationships in which mentoring relationships are not constrained by physical proximity (e-mentoring). This presentation will describe the results of a research study involving the relationship between willingness to participate in e-mentoring relationships and prior mentoring and CMC experiences. The researchers considered three hypotheses: 1) positive prior mentoring experiences will increase the likelihood of participating in e-mentoring; 2) positive prior experiences with CMC will increase the likelihood of participating in e-mentoring; 3) the form of CMC used will influence the nature of the e-mentoring experience. These findings are structured around the theoretical frameworks of social exchange (both mentor and protégé must receive benefits from the relationship), social presence (CMC diminishes the ability to interpret visual and auditory cues) and power. Attendees will consider the implications of these results in terms of how e-mentoring could address goals at both the classroom and institutional level.
Location
Room 2903
Recommended Citation
Thomas, Marty and Ensher, Ellen, "Prior Mentoring and Computer-Mediated Experiences Influence on Willingness to Engage in E-Mentoring" (2012). SoTL Commons Conference. 14.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2012/14
Prior Mentoring and Computer-Mediated Experiences Influence on Willingness to Engage in E-Mentoring
Room 2903
The practice of mentoring has proliferated tremendously and occurs in many different forms. The advent of Internet technology offers some new possibilities to traditional face-to-face mentoring relationships in which mentoring relationships are not constrained by physical proximity (e-mentoring). This presentation will describe the results of a research study involving the relationship between willingness to participate in e-mentoring relationships and prior mentoring and CMC experiences. The researchers considered three hypotheses: 1) positive prior mentoring experiences will increase the likelihood of participating in e-mentoring; 2) positive prior experiences with CMC will increase the likelihood of participating in e-mentoring; 3) the form of CMC used will influence the nature of the e-mentoring experience. These findings are structured around the theoretical frameworks of social exchange (both mentor and protégé must receive benefits from the relationship), social presence (CMC diminishes the ability to interpret visual and auditory cues) and power. Attendees will consider the implications of these results in terms of how e-mentoring could address goals at both the classroom and institutional level.
