Karen Jacobs, EdD, OTR/L, CPE, FAOTA

Nancy Doyle, OTD, OTR/L

Bridging Cyberspace through e-Mentoring

Presentation Outline

• Overview: e-Mentoring in the OTD program• Peer-peer mentoring• Faculty-student mentoring

• Review of the evidence base literature• Tools and strategies for e-mentoring• Building a community of learners present and

future through e-mentoring• Faculty and student perspectives

Defining e-Mentoring

Electronic mentoring (e-mentoring) is mentoring using computer-mediated technology such as electronic communication platforms (Adobe Connect, Wimba), e-mail, message boards, etc. to provide and receive guidance and support.

Includes a variety of formats such as peer-peer and faculty-student

Case Example: e-Mentoring

Distance education post-professional doctoral program in occupational therapy

Two pairs formed at matriculation: Student-student peer mentoring Faculty-student mentoring

Relationships sustained until graduation Mentoring agreements negotiated each

semester

Review of the Evidence Literature

Peer mentoring: Instrumental and psychosocial support Program satisfaction

(Grant-Vallone & Ensher, 2000)

Faculty mentoring: Professional development and identification Academic direction, skill-building Creative and independent thinking of mentees

(Milner & Bossers, 2004; Webb et al., 2009)

e-Mentoring Evidence Base

Promising alternative to in-person mentoring

Success related to: Prior experience with internet use (DiRenzo, Linnehan, Shao, & Rosenberg,

2010)

Motivation to be involved in mentoring (DiRenzo et al., 2010)

Self-efficacy and task-efficacy for peer mentors: Frequency of e-mentoring interactions (DiRenzo et al., 2010)

Limitations: Published research limited to written e-mentoring

methodologies (DiRenzo et al., 2010; Smith-Jentsch, Scielzo, Yarbrough, & Rosopa, 2008)

e-Mentoring Tools

Web camera and electronic communication platform

e-Mentoring Strategies

Semester-long mentoring agreements Weekly face-to-face meetings Document reviews with specified deadlines

Building a Community of Learners

Peer and faculty report high satisfaction Benefits for online students:

Motivation, connection to the university, and commitment to one’s academic and professional work

Strong sense of community and support Potential for long-term professional relationships

in clinical, research, and academic work

Student and Faculty Narratives

Distance is not a barrier e-mentoring around the globe

Summary

e-mentoring defined Program example Review of evidence base literature Recommendations for tools and strategies Outcomes: learning community and potential

for long-term working relationships

References

DiRenzo, M., Linnehan, F., Shao, P., & Rosenberg (2010). A moderated mediation model of e-mentoring. Journal of Vocational Behavior. 76, 292-305.

Grant-Vallone, E. J., & Ensher, E. A. (2000). Effects of peer mentoring on types of mentor support, program satisfaction and graduate student stress: A dyadic perspective. Journal of College Student Development, 41, 637-642

Milner, T., & Bossers, A. (2004). Evaluation of the mentor-mentee relationship in an occupational therapy mentorship programme. Occupational Therapy International, 11, 96-111.

Smith-Jentsch, K. A., Scielzo, S. A., Yarbrough, C. S., & Rosopa, P. J. (2008). A comparison of face-to-face and electronic peer-mentoring: Interactions with mentor gender. Journal of Vocational Behavior, 72,193–206

Webb, A. K., Wangmo, T., Ewen, H. H., Teaster, P. B., & Hatch, L. R. (2009). Peer and faculty mentoring for students pursuing a PhD in gerontology. Educational Gerontology, 35, 1089 -1106.