Student Perceptions in Online Higher Education toward Faculty Mentoring

Autor/inn/en	AuCoin, Dena J.; Wright, Lisa A.
Titel	Student Perceptions in Online Higher Education toward Faculty Mentoring
Quelle	In: E-Learning and Digital Media, 18 (2021) 6, S.599-615 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (AuCoin, Dena J.) ORCID (Wright, Lisa A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-7530
DOI	10.1177/20427530211022927
Schlagwörter	Student Attitudes; Online Courses; College Faculty; Mentors; Persistence; Undergraduate Students; Student Experience; Virtual Universities; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Schülerverhalten; Online course; Online-Kurs; Fakultät; Ausdauer; Studienerfahrung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Student persistence is important for students, faculty, and universities and online faculty mentoring supports student persistence to graduation. The online learning environment is increasingly a choice for more undergraduate students, and it continues to grow in popularity as an attractive option for adults. It is crucial to find ways to increase persistence and graduation especially given the increased use of virtual learning during the COVID-19 pandemic. Attrition rates in online learning can be high for a variety of reasons, including persistence and engagement. Faculty mentors in the online environment can strengthen connections and relationships with undergraduate students, and it is important to ask for and evaluate these student perceptions. This mixed methods study surveyed and interviewed undergraduate students in an online university to understand both their experiences with faculty mentoring in the online environment and the potential of a faculty mentor program in a large online university. The purpose of this study was to explore the perceptions and experiences of four undergraduate student mentees with their faculty mentor at a large online university using mixed methods research design. In addition, survey data from one department are analyzed to guide future mentoring programs in online learning environments. Findings from the study indicate belief that mentoring and encouragement from faculty would enhance students' scholarly experience. Students indicated they would like to participate in a faculty mentoring program, and it was clear that students welcome and appreciate the opportunity to further cement a professional relationship between themselves and faculty. This article makes a unique contribution to higher education research, providing a potential model for others seeking guidance in mentoring in online higher education. The data analysis and research indicate that a larger scale mentoring program might be more valuable for students. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01