Investigating Patterns of Participation and Conversation Content in an Online Mentoring Program for Northern Canadian Youth

Wallis, J; Riddell, Julia; Smith, Claire F.; Silvertown, Josh D.; Pepler, Debra

doi:10.1080/13611267.2015.1072395

Cited by 10 publications

(5 citation statements)

References 20 publications

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“…Literature is also emerging on lessons learned from projects undertaken in partnership, although thus far, this literature has only emerged in Canadian and Alaskan contexts (Ball & Janyst, 2008;Baydala et al, 2013;Genuis et al, 2015;Morton Ninomiya & Pollock, 2017;Vukic et al, 2009;Wallis et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

Indigenous Engagement in Health Research in Circumpolar Countries: An Analysis of Existing Ethical Guidelines

Lavoie

Stoor

Cueva

et al. 2022

iipj

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In this paper, we review existing ethical guidelines that support Circumpolar Indigenous Peoples’ engagement in health research. For this study, we collated national and regional ethical guidelines addressing health research engaging with Indigenous communities. Our study found that ethical guidelines addressing Indigenous engagement in health research have emerged in Canada and the U.S.A. Currently, there are no Indigenous-specific provisions in national guidelines, or legislation concerning health research engaging Indigenous peoples, in Denmark, Finland, Greenland, Norway, Sweden, or Russia. Where guidelines exist, they show considerable variations. We conclude that guidelines are essential to ensure that research undertaken in Indigenous communities is relevant and beneficial to those communities, is conducted respectfully, and that results are appropriately contextualized and accurate. We believe that our analysis might serve as a checklist to support the development of comprehensive guidelines developed by, or at least in partnership with, Arctic Indigenous communities.

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Section: Discussionmentioning

confidence: 99%

Indigenous Engagement in Health Research in Circumpolar Countries: An Analysis of Existing Ethical Guidelines

Lavoie

Stoor

Cueva

et al. 2022

iipj

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show abstract

“…Rhodes et al, considered the mutual responsibility and accountability as 2 factors in the quality of e-mentoring relationship (15). Similarly, Wallis et al, argued that a successful e-mentoring relationship depended on the participation and mutual efforts of the mentor and mentee to improve the relationships (27). A look at the existing literature on successful e-mentoring relationship suggested that similarities between the mentor and mentee were an important factor.…”

Section: Discussionmentioning

confidence: 99%

“…The above minor factors were used in different studies to evaluate e-mentoring programs (5,9,10,27,30,33). The sum of these factors can be termed the communication outcome, or the content of interaction between the mentor and mentee.…”

Section: Discussionmentioning

confidence: 99%

Presenting a Framework for Effective E-Mentoring Relationships in Medical Sciences: A Meta-Synthesis Method

Salimi

Mohammadi

Hosseini

2017

Interdiscip J Virtual Learn Med Sci

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“…The confidence and skills of PTs can be developed, and their professional identity can be enhanced by asking PTs to self-reflect (An and Lipscomb, 2010;Spanorriga et al, 2018). E-mentoring is an emerging research field with a limited number of published studies (Ersin et al, 2020;Mullen, 2020;Rowland, 2012;Smith and Isreal, 2010;Wallis et al, 2015). Research on the support process during e-mentoring and the nature of interactions is scarce (Adams and Hemingway, 2014;Klecka et al, 2005;Mullen, 2020).…”

Section: Practice Teaching and Mentoring In Teacher Educationmentioning

confidence: 99%

Exploring online mentoring with preservice teachers in a pandemic and the need to deliver quality education

Ersin

Atay

2021

IJMCE

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PurposeSocial constructivism in teacher education highlights the importance of social interaction between preservice teachers (PTs) and their cooperating teachers (mentors) for effective mentoring. Mentoring relationship between PTs and mentors had to take a different path due to the pandemic when face-to-face education shifted to online education. The purpose of the present study was to explore online mentoring experience from the perspectives of PTs.Design/methodology/approachThe methodology was qualitative. 35 randomly selected PTs were interviewed after the completion of an eight-week online school experience course. Data obtained from focus group interviews were analyzed using pattern coding.FindingsOverall, the PTs mostly had a positive online mentoring experience. They reported receiving sufficient contextual and technological support when needed with limited professional support. However, they expected their mentors to allocate more time and their university supervisors (USs) to control practicum schools and to provide more online teaching samples and guidelines. They indicated that when they did not receive supports this was entirely due to the pandemic.Research limitations/implicationsThis research could inform USs and mentors who coordinate mentoring programs at schools and universities so that they might take an urgent step to restructure mentorship training, putting emphasis on the online aspect. Given the number of the participants, this research is limited in scope.Originality/valueThis research contributes to a body of research that investigates how online mentoring may be more effective. To create positive online mentoring relationships, following suggestions are provided to mentors: providing ongoing online support to PTs to overcome online mentoring challenges, spending an extra hour with PTs for reflection and making use of multiple contexts for PTs' professional ownership.

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Investigating Patterns of Participation and Conversation Content in an Online Mentoring Program for Northern Canadian Youth

Cited by 10 publications

References 20 publications

Indigenous Engagement in Health Research in Circumpolar Countries: An Analysis of Existing Ethical Guidelines

Indigenous Engagement in Health Research in Circumpolar Countries: An Analysis of Existing Ethical Guidelines

Presenting a Framework for Effective E-Mentoring Relationships in Medical Sciences: A Meta-Synthesis Method

Exploring online mentoring with preservice teachers in a pandemic and the need to deliver quality education

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