Mentoring relationships in online classes

Baranik, Lisa E.; Wright, Natalie; Reburn, Kelly

doi:10.1016/j.iheduc.2017.05.001

Cited by 13 publications

(9 citation statements)

References 41 publications

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“…Before the outbreak of COVID-19, most studies on relatedness and peer interaction in online environments focused on a combination of online and on-site teaching ( Kramer and Kusurkar, 2017 ; Manwaring et al, 2017 ; Wang et al, 2019 ). In a study of undergraduate and graduate-level online courses, the assignment of a mentor was associated with a greater sense of relatedness during the semester, which in turn had a positive effect on final course grades ( Baranik et al, 2017 ). Research also shows that students’ relatedness experience was significantly lower during online lectures then when taught in person ( Butz and Stupnisky, 2016 ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

The Role of Relatedness in the Motivation and Vitality of University Students in Online Classes During Social Distancing

et al. 2022

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As part of the social distancing measures for preventing the spread of COVID-19, many university courses were moved online. There is an assumption that online teaching limits opportunities for fostering interpersonal relationships and students’ satisfaction of the basic need for relatedness – reflected by experiencing meaningful interpersonal connections and belonging – which are considered important prerequisites for student motivation and vitality. In educational settings, an important factor affecting students’ relatedness satisfaction is the teachers’ behavior. Although research suggests that relatedness satisfaction may be impaired in online education settings, to date no study has assessed how university lecturers’ relatedness support might be associated with student relatedness satisfaction and therefore, student motivation and vitality. This study tested this mediating relationship using data collected during the early days of the COVID-19 pandemic. The study also investigated whether the relations were moderated by a high affiliation motive which reflects a dispositional wish for positive and warm relationships. The possible importance of the communication channel selected by the lecturers (video chat yes/no) and the format of a class (lecture/seminar) were also investigated. In a sample of N = 337 students, we tested our hypotheses using structural equation model (SEM). Results confirmed mediation, but not moderation. The use of video chat (video call) seems to facilitate the provision of relatedness support but our data did not show that the format of a class was associated with relatedness. Our findings indicate that both teaching behavior and the technical format used to deliver lectures play important roles in student experiences with online classes. The results are discussed in light of other research conducted during the pandemic.

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Section: Theoretical Backgroundmentioning

confidence: 99%

The Role of Relatedness in the Motivation and Vitality of University Students in Online Classes During Social Distancing

et al. 2022

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“…Such an integrated model lays the foundation for future theory on mentoring relationships from the mentor’s perspective. This model extends our knowledge, as studies that have relied on POS or SDT have investigated only the protégé’s perspective (Baranik et al , 2010; Baranik et al , 2017; Park et al , 2016; an exception being Janssen et al , 2014).…”

Section: Introductionmentioning

confidence: 53%

How organisations can affect employees’ intention to manage enterprise-specific knowledge through informal mentoring: a vignette study

Roobol

Koster

2020

JKM

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Purpose The purpose of this study is to examine the role of organisational conditions and workplace characteristics in midcareer and senior employees’ intention to volitionally provide career support to junior organisational members, their protégés. Design/methodology/approach Hypotheses are tested using multilevel linear modelling on a heterogeneous sample of Dutch employees ages 29 to 69 who participated in a vignette study in the autumn of 2017. Findings In line with the hypotheses, the findings of this study show that volitional (informal) mentoring is positively related to an organisation’s endorsement of intrinsic values (e.g. learning opportunities) and negatively to the presence of hindrance demands (e.g. time pressure). Practical implications Practitioners could facilitate co-mentor consultation, employ autonomy-supportive direct supervisors and fulfil psychological contract obligations by providing job security and learning opportunities. Organisations could also lower time pressures through job carving. Originality/value This study extends extant mentoring research by combining insights from perceived organisational support (POS) and self-determination theory (SDT) to examine the role organisational conditions and workplace characteristics play in aiding or hindering volitional mentoring. It enriches extant knowledge management studies on the link between organisational aspects and (intended) knowledge sharing behaviour by showing that similar organisational motivators predict volitional mentoring, thereby launching a call to study knowledge management through volitional mentoring using a SDT- and POS-based lens. A methodological novelty is the reliance on a vignette study.

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“…These points could be underlined and practiced in the training. Lastly, in the program, mentors could be encouraged to use multiple online communication contexts (Baranik et al, 2017) to develop a rapport with PTs, to increase their comfort level and to enhance their professional identity and ownership. Similar to sharing cellular phone numbers with PTs, mentors can also set up online discussion forums, such as Blackboard.…”

Section: Discussionmentioning

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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Mentoring relationships in online classes

Cited by 13 publications

References 41 publications

The Role of Relatedness in the Motivation and Vitality of University Students in Online Classes During Social Distancing

The Role of Relatedness in the Motivation and Vitality of University Students in Online Classes During Social Distancing

How organisations can affect employees’ intention to manage enterprise-specific knowledge through informal mentoring: a vignette study

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

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