dl administration conference ~ june 2007 1 what successful distance mentors do: an exploratory study...
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DL Administration Conference ~ June 2007 1
What Successful Distance Mentors Do: An Exploratory
StudyPresented by
Dr. Barbara K. McKenzie, Dr. Linda Haynes, & Dr. Alison Shook University of West Georgia
andDr. Betul Ozkan – Long Island University
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Introduction DE programs have
increased greatly the past 10-15 years Impacted by student needs
and demands for more flexible and convenient classes
Today most institutions with degree granting institutions either have or plan to have DE courses and/or programs
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Preparing Online Instructors Training and development
is required in advance In the areas of
Designing online classes Effective online teaching
practices i.e., Engaging the learner,
Providing feedback Using the technology Evaluation
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Preparing Online Instructors Online courses must be rethought
They are NOT face to face classes put online in their present format with just text documentation
Course content must be carefully planned for electronic environment
Wide variety of technology is used to engage learner Many factors must be considered
Faculty and student training & support, Student services Copyright
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Faculty Training Many techniques have been used
Meetings with distance experts – formal and informal
Faculty development workshops Conferences Reading journals and/or books Online training programs (business & university) Online mentoring Mentoring (group & peer-to-peer)
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The Study Purpose
To identify types of behaviors exhibited by successful distance mentors who work with new distance instructors
Data will be used to improve existing distance training programs
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Literature Review (Mentor)
Mentor Behaviors Ridout reported 12
important distance mentoring behaviors
Responsive to mentee’s needs
Good listener Open & honest Non-judgmental
Approachable Problem solver Good observer Patient Sets expectations Communicates
effectively Helps mentee Has time to do the job
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Literature Review (Mentor)
Puzziferro-Schnitzer and Kissinger (2005) after examining a virtual mentoring program for online adjunct faculty member identified these behaviors Acts as liaison between the administration and
new distance instructor Develops a professional relationship with the
mentee
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Literature Review (Mentor)
Puzziferro-Schnitzer and Kissinger (2005) (continued) Provides help by sharing resources and ideas Facilitates the required online orientation course
with the mentee Answers questions Creates courseware and knowledge modules as
needed
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Literature Review (Mentee)
Mentee Behaviors Hunter and Kierman (2002)
found effective mentees were Open to learning from mentors Good listeners Knew learning was continuous
and he/she should continue to enhance his/her skills over time
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Literature Review (Mentee) Ridout (2006) reported
mentees Must have a positive
attitude towards DE Interested in getting help
from a DE mentor Non-judgmental
trustworthy A good listener
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Literature Review (Mentee)
Ridout (2006) continued Take the initiative to be a mentee Ask for feedback from the mentor Acknowledge the mentor’s experience in
DE Let the mentor know of outcomes of the
activities and the course Is aware of the mentor’s time constraints
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Research Questions (addressed in this paper)
1. What are the behaviors of successful distance mentors?
2. What factors cause faculty members to become interested in teaching online?
3. What factors deter faculty from teaching online?
4. What steps should be taken to provide increased support to new online instructors so they will continue teaching online?
5. What are the behaviors of successful distance mentees?
6. What is the impact of the mentoring program?
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Participants 20 selected individuals
11 distance mentors, 7 distance mentees, 2 distance administrators
Coordinator of program approached participants and asked for their involvement Based on their experience as
a mentor or mentee All were volunteers All had time to be interviewed
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Participants
Gender 14 females, 4 males
Departments Media & IT = 8 participants;
Special Education & Speech Pathology = 4; Counseling & Ed Psychology = 3; Distance Office = 3; Ed Leadership = 2
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Data
Interview and questionnaire techniques utilized
Questionnaire - written responses provided
Interview – audiotaped and transcribed
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Data for the Study Open ended interviews
e-mailed to participants in advance Took place Dec. 2006 & Jan. 2007
Interviews took 15-30 minutes Taped and later transcribed
Reports were read and read by the team Patterns were looked for across the data
Preliminary findings and frequency of occurrence for the statements are reported
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Types of Behaviors Exhibited by Successful Mentors
Patience (N=6), Communicated
effectively (N=5), Listens (N=4),
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Types of Behaviors Exhibited by Successful Mentors
Meets the distance mentee as needed (N=3)
Models the effective use of technology
Guides in the mentee’s selection of technology Provides support as needed
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Types of Behaviors Exhibited by Successful Mentors
Understands that glitches happen with distance learning and remains calm (N=2)
Problem solves Uses technology effectively Passionate about distance
learning
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Types of Behaviors Exhibited by Successful Mentors
Good instructional designer
Has a fearless let’s try it attitude
Honest Provides feedback to
mentee
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What factors cause faculty members to become interested in teaching online?
Enjoys improving their technology and/or online teaching and design skills (N=6)
Wants to share their ideas in distance education with others (N=5)
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What factors cause faculty members to become interested in teaching online?
Faculty have seen the impact of distance education (N=4)
Enjoy helping others learn Believe that distance education
classes enable students to obtain an education that would not otherwise be possible
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What factors cause faculty members to become interested in teaching online? Students requested online
classes delivered from faculty member (N=3)
Serving as a distance mentor provides an opportunity to get to know peers better (N=2)
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What factors cause faculty members to become interested in teaching online?
Has a vested interest in the distance program
Funding from the mentor/ mentee program has enabled the faculty member to attend conferences and purchase needed technology,
Wants to provide support to other faculty members
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What factors deter faculty from teaching online?
The fear of technology (N=11) The amount of time it takes to
develop an online course (N=8)
The perception by some faculty members that online courses are not quality educational courses (N=5)
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What factors deter faculty from teaching online? Work load issues (N=4) Faculty are not familiar with the new
developments in technology Faculty need to be trained on how to
design and teach online courses (N=3) Fear of change Worried of losing interaction with students
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What steps should be taken to provide support to new OL instructors?
Provide time for faculty to explore new technologies (N=4)
Provide money for OL training and development
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What steps should be taken to provide support to new OL instructors?
View DE pursuits as legitimate scholarly work
Report to administrators the work of mentors and mentees and their positive impact on distance learning
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What steps should be taken to provide support to new OL instructors? Continue to provide a quality mentor to
interested mentees (N=3) Continue to provide software and
hardware to explore the technologies Recognize mentors and mentees
Provide certificates Write letters of recognition for their
participation
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What steps should be taken to provide support to new OL instructors? Provide small group
meetings for collaboration (N=3)
Give reassigned time for substantial OL work so the necessary time is available for course development (N=2)
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What are the behaviors of Successful Distance Mentees?
Willing to learn OL teaching and learning techniques in order to be an effective instructor (N=9)
Organized (N=6) Willing to devote the time
needed to teach OL Interested in learning OL
teaching practices
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What are the behaviors of Successful Distance Mentees? Asks for help and ideas in the development of
their OL course (N=5) Persistent Patient (N=4) Open to ideas Plans ahead Desires to do what is best for students (N=3) Flexible
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What is the Impact of the Mentoring Program? The program helps to improve
the quality of OL courses (N=12)
Provides a forum for experienced distance instructors to share some of their past problems and mistakes with other distance instructors (N=5)
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What is the Impact of the Mentoring Program?
Program is a good start for faculty who wish to teach OL classes (N=3)
Participants have an opportunity to share their ideas with others
Program provides beneficial prof. development opportunity for distance mentors and mentees
Distance mentees enhance their technology and distance skills (N=2)
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Results & Future Directions
All participants were supportive and indicated the program had a positive impact on both their teaching and their students
Next year it is likely the program will continue 300 F2F class sessions/meetings were put online in fall 06 and
spring 07
Data from the study will be used for evaluative purposes for distance mentor and mentees. Self reflection Screening purposes
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Results and Future Directions
Data will be disseminated to administrators To make improvements
in distance programs and faculty support
Study will be continued and expanded
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What Successful Distance Mentors Do: An Exploratory Study
Any Questions? Presented by Dr. Barbara K. McKenzie – [email protected], Dr. Linda Haynes – [email protected] Dr. Alison Shook – [email protected] Dr. Betul Ozkan – [email protected]