dl administration conference ~ june 2007 1 what successful distance mentors do: an exploratory study...

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

DL Administration Conference ~ June 20072

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


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


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


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)


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


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



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



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


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


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


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


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?


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


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


Data

Interview and questionnaire techniques utilized

Questionnaire - written responses provided

Interview – audiotaped and transcribed


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


Types of Behaviors Exhibited by Successful Mentors

Patience (N=6), Communicated

effectively (N=5), Listens (N=4),



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



Understands that glitches happen with distance learning and remains calm (N=2)

Problem solves Uses technology effectively Passionate about distance

learning



Good instructional designer

Has a fearless let’s try it attitude

Honest Provides feedback to

mentee


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)



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


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)



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


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)


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


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


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


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


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)


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


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


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)


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)


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


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


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]

dl administration conference ~ june 2007 1 what successful distance mentors do: an exploratory study...

Documents

literature review menteeridout

successful distance

online instructorstraining

new distance instructorsdata

distance experts formal

student training support

introductionde programs

student needs