Effects of Online Mentoring in Computer-Supported Collaborative Learning Environments: Mentor Presence and Cognitive Engagement

Autor/in	Dorner, Helga
Titel	Effects of Online Mentoring in Computer-Supported Collaborative Learning Environments: Mentor Presence and Cognitive Engagement
Quelle	In: American Journal of Distance Education, 26 (2012) 3, S.157-171 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2012.692265
Schlagwörter	Foreign Countries; Electronic Learning; Web Based Instruction; Mentors; Network Analysis; Computer Assisted Instruction; Interaction; Computer Mediated Communication; Lesson Plans; Facilitators (Individuals); Group Activities; Learner Engagement; Cooperative Learning; Inservice Teacher Education; Transcripts (Written Records); Data Analysis; Discourse Analysis; Content Analysis; Social Networks; Hungary + Suchen Sie Ihr Suchwort? Ausland; Web Based Training; Netzplantechnik; Computer based training; Computerunterstützter Unterricht; Interaktion; Computerkonferenz; Lesson planning; Unterrichtsplanung; Gruppenaktivität; Kooperatives Lernen; Lehrerfortbildung; Auswertung; Diskursanalyse; Inhaltsanalyse; Social network; Soziales Netzwerk; Ungarn
Abstract	This study examines online mentor roles and effects with the online mentoring process in computer-supported collaborative learning environments in communities of in-service teachers. Interest in the online mentors' activity encompassed their participation in the online interactions, the influence of their activity on participants' patterns of interaction, and their varying facilitating styles. Transcripts of interactions among a small group (n = 8) and a larger group (n = 20) of in-service teachers and their mentors were analyzed at the macrolevel and microlevel: at the macrolevel by Social Network Analysis and at the microlevel by content analysis (Garrison, Anderson, and Archer 2001; Zhu 2006). Based on the analyses, the researchers identified mentor approaches such as interactive and directive. The researchers detected relations between mentor approach and network interaction structures and also between mentor presence and participants' cognitive engagement. Mentoring in collaborative in-service teacher communities was found to be an alternative to the more traditional mentoring dyads. (Contains 4 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10