Exploring Principles of Successful eGroup Mentoring on the Interface of Higher Education and Working Life

Autor/in	Leppisaari, Irja
Titel	Exploring Principles of Successful eGroup Mentoring on the Interface of Higher Education and Working Life
Quelle	In: Journal of Educational Multimedia and Hypermedia, 27 (2018) 4, S.481-505 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1055-8896
Schlagwörter	Mentors; Higher Education; Quality of Working Life; Foreign Countries; Technology; Program Implementation; Teamwork; Group Activities; Electronic Learning; Undergraduate Students; Finland + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Arbeitsqualität; Ausland; Technologie; Gruppenaktivität; Finnland
Abstract	An eGroup mentoring model developed by three Finnish universities of applied sciences is examined in this article. The model is part of a more extensive eMentoring programme. In the operational model higher university of applied sciences degree students act as eMentors for undergraduate students in cross-disciplinary groups with the aim of enhancing the latter's transition to working life. The groups primarily work virtually. The reports of ten groups and individual reflections of eMentors and eActors provide a picture of successful eGroup mentoring principles. These principles are establishment of a structured eGroup mentoring process and promotion of dialogue interaction through diverse and participatory mentoring methods, employing enabling digital tools, appropriate for virtual teamwork. Furthermore eGroup mentoring on the interface of education and working life requires a multi-disciplinary implementation so that it supports the 21st century skills needed in working life. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01