Literaturnachweis - Detailanzeige
| Autor/inn/en | Fraenza, Christy; Rye, Terren |
|---|---|
| Titel | Supporting the Social Integration of Online Doctoral Students through Peer Mentoring |
| Quelle | In: Learning Assistance Review, 26 (2021) 1, S.133-161 (29 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1087-0059 |
| Schlagwörter | Social Integration; Social Support Groups; Social Media; Electronic Learning; Virtual Universities; Doctoral Students; School Holding Power; Academic Support Services; Mentors; Peer Relationship; Interaction; Sense of Community; Program Implementation; Program Evaluation |
| Abstract | The problem of online doctoral student attrition has led institutions to explore solutions to support student completion. According to Tinto's model of institutional departure, learners' social and academic integration must be addressed to increase retention. At online institutions, learners' social integration can be challenging because of fewer personal interactions. Learning centers are in a unique position to create online peer mentoring programs to foster learners' social integration by offering opportunities to build community through social media and virtual events. In this article, the authors provide an overview of how such a program has been developed, implemented, and assessed. (As Provided). |
| Anmerkungen | National College Learning Center Association. Web site: http://www.nclca.org/tlar |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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