Attributes of Pre-Service and Inservice Teacher Satisfaction with Online Collaborative Mentoring

Autor/inn/en	Dorner, Helga; Kumar, Swapna
Titel	Attributes of Pre-Service and Inservice Teacher Satisfaction with Online Collaborative Mentoring
Quelle	In: Online Learning, 21 (2017) 4, S.283-301 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2472-5749
Schlagwörter	Foreign Countries; Preservice Teachers; Computer Mediated Communication; Mentors; Student Satisfaction; Online Surveys; Educational Technology; Technology Uses in Education; Preservice Teacher Education; Faculty Development; Cooperation; Self Efficacy; Technological Literacy; Regression (Statistics); Statistical Analysis; Hungary + Suchen Sie Ihr Suchwort? Ausland; Computerkonferenz; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehramtsstudiengang; Lehrerausbildung; Co-operation; Kooperation; Self-efficacy; Selbstwirksamkeit; Technisches Wissen; Regression; Regressionsanalyse; Statistische Analyse; Ungarn
Abstract	This study examines Hungarian pre-service and inservice teachers' satisfaction (n = 154) with the Mentored Innovation Model (MIM), an online collaborative mentoring model focused on technology integration. The Kano model was applied to results from two surveys to identify conditions in the MIM that most contribute to overall satisfaction with online mentoring. Self-efficacy with technology was identified as a must-be attribute. Online communication was a one-dimensional attribute contributing to linear increase of mentees' satisfaction, although preservice and inservice teachers' perceptions about the mentor's activity in the MIM differed. The results reinforce the importance of online communication during online collaborative mentoring. (As Provided).
Anmerkungen	Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: http://onlinelearningconsortium.org/read/online-learning-journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01