Online Mentoring for Hispanic Female Pre-Service Teachers: Perceptions of Use and Performance Changes

Autor/inn/en	Ainsa, Patricia; Olivarez, Arturo
Titel	Online Mentoring for Hispanic Female Pre-Service Teachers: Perceptions of Use and Performance Changes
Quelle	In: Education, 137 (2017) 4, S.381-388 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1172
Schlagwörter	Mentors; Undergraduate Students; Online Courses; Distance Education; Educational Technology; Technology Uses in Education; Student Surveys; Statistical Analysis; Student Attitudes; Instructional Program Divisions; Mexican Americans; Females; Integrated Learning Systems; Peer Teaching; Parent Role; Coaching (Performance); Grandparents; College Faculty; Siblings; Texas + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerbefragung; Statistische Analyse; Schülerverhalten; Hispanoamerikaner; Weibliches Geschlecht; Peer group teaching; Peer Group Teaching; Parental role; Elternrolle; Großeltern; Fakultät; Sibling; Geschwister
Abstract	Mentoring sixty-three undergraduate students online yielded information through distance learning discussion to provide changes by improving the delivery and learning acquisition of new skills in online education. Responses from mentors and mentees having used and experienced various mentoring techniques were analyzed and results further indicated mentoring facts and techniques which enhanced the skill and experience of new distance learning instructors as well as learners. The quantification of the students' responses on the main survey questions was analyzed by using descriptive statistics and multiple response procedures for categorical data while inferential comparisons across classification groups (i.e., juniors and seniors students) as well as comparison across three levels of course performance was examined via the Chi-Square statistics tests for independence. Although the undergraduate students indicated only marginally significant perceptions of type of mentoring used in relation to their overall performance in the course and classification levels, the study yielded perceptions reported after actual performance of mentoring relationships. Both juniors and seniors were willing to mentor others to share what they had learned about online learning. There was no difference in choice of activities except that seniors were more willing to help with technical issues (0.05%) and juniors were more willing to warn those students new to online that taking an online course is not as easy or successful as they might think (0.048). (As Provided).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/education.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01