Mentoring relationships in online classes

被引：10

作者：

Baranik, Lisa E. ^{[1
]}

Wright, Natalie A. ^{[2
]}

Reburn, Kelly L. ^{[3
]}

机构：

[1] Univ Albany, Dept Management, Albany, NY 12222 USA

[2] Coll Financial Planning, Dept Inst Res & Effectiveness, Centennial, CO 80112 USA

[3] East Carolina Univ, Dept Psychol, Greenville, NC 27858 USA

来源：

INTERNET AND HIGHER EDUCATION | 2017年 / 34卷

关键词：

Distance education; Online classes; Mentor satisfaction; Self-determination theory; Classroom community; Relatedness; SELF-DETERMINATION THEORY; PEER RELATIONSHIPS; SATISFACTION; STUDENTS; OUTCOMES; INSTRUCTION; CLASSROOM; SUPPORT; STRESS; SKILL;

D O I：

10.1016/j.iheduc.2017.05.001

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The current study utilized a three-point lagged design to examine the role of mentors during the beginning, middle, and end of undergraduate and graduate-level online courses. Using self-determination theory as a theoretical framework, findings from 358 students show that peer mentor satisfaction at the beginning of the course predicted relatedness mid-way through the semester. Relatedness predicted two facets of online classroom communities, connectedness and learning, at the end of the semester. Learning, in turn, predicted final course grades. Relatedness mediated the relationship between mentor satisfaction and connectedness. The overall pattern of results indicates that mentoring relationships may help students succeed in online classes by meeting core psychological needs. Strategies for incorporating mentoring relationships into online courses are discussed.

引用

页码：65 / 71

页数：7

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