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Participating in a Community of Learners enhances resident perceptions of learning in an e-mentoring program: proof of concept
Timona Obura, William E Brant, Fiona Miller, I Parboosingh
BMC Medical Education , 2011, DOI: 10.1186/1472-6920-11-3
Abstract: A six-month e-mentoring pilot was offered to 10 Radiology residents in the Aga Khan University Postgraduate Medical Education Program in Nairobi, Kenya (AKUHN) with a Professor of Radiology, located at University of Virginia, USA, acting as the e-mentor. Monthly Internet case-based teaching sessions were facilitated by the e-mentor. In addition, residents were coached by a community facilitator to form CoL and collectively work through clinical cases at weekly face-to-face CoL sessions.Event logs described observed resident activity at CoL sessions; exit survey and interviews were used to elicit perceptions of CoL and Internet sessions as effective learning experiences.Resident adoption of CoL behaviors was observed, including self-regulation, peer mentoring and collaborative problem solving. Analysis revealed high resident enthusiasm and value for CoL. Surveys and interviews indicated high levels of acceptance of Internet learning experiences, although there was room for improvement in audio-visual transmission technologies. Faculty indicated there was a need for a larger multi-specialty study.The pilot demonstrated resident acceptance of community building and collaborative learning as valued learning experiences, addressing one barrier to its formal adoption in residency education curricula. It also highlighted the potential of e-mentoring as a means of expanding faculty and teaching materials in residency programs in developing countries.In e-mentoring, a mentor acts as learner facilitator using virtual technologies as the major methods of communication with mentees. While the benefits of e-mentoring in higher education are reported in the literature, its application in residency education has not been explored [1]. Yet e-mentoring has the potential to expose residents to teachers from other programs and clinical materials not available locally.A six-month pilot project was established with author W.E.B., Professor of Radiology, University of Virginia, USA, acti
E-Mentoring: An Innovative Twist to Traditional Mentoring
Rowland,Kimberly Nicole;
Journal of technology management & innovation , 2012, DOI: 10.4067/S0718-27242012000100015
Abstract: many organizations have established and implemented traditional mentoring programs. both qualitative and quantitative research studies have found that successful mentoring programs enhance productivity, job satisfaction and may ultimately lead to protégé advancement. traditional methods of mentoring are created through the means of one on one relationships established between the mentor and the protégé. e-mentoring through the use of synchronous and asynchronous computer-mediated communication is a new means for establishing mentor protégé relationships by creating virtual teams. this paper seeks to compare and contrast traditional mentoring with e-mentoring and propose new innovative ways to use e-mentoring in an organizational setting.
Adaptive E-learning System in Secondary Education
Sofija Tosheva,Cveta Martinovska
International Journal of Emerging Technologies in Learning (iJET) , 2012, DOI: 10.3991/ijet.v7is1.1913
Abstract: In this paper we describe an adaptive web application E-school, where students can adjust some features according to their preferences and learning style. This e-learning environment enables monitoring students progress, total time students have spent in the system, their activity on the forums, the overall achievements in lessons learned, tests performed and solutions to given projects. Personalized assistance that teacher provides in a traditional classroom is not easy to implement. Students have regular contact with teachers using e-mail tools and conversation, so teacher get mentoring role for each student. The results of exploitation of the e-learning system show positive impact in acquiring the material and improvement of student’s achievements.
Forming Trust in E-Mentoring: A Research Agenda  [PDF]
Joanne D. Leck, Penny M. Wood
American Journal of Industrial and Business Management (AJIBM) , 2013, DOI: 10.4236/ajibm.2013.31013
Abstract:

Mentoring has been identified as a valuable tool for learning and career development, as well as organizational advancement. E-mentoring has increased in popularity as a means of creating global access to mentors while reducing organizational training costs, and reducing both time and geographical constraints for mentors and mentees. E-mentoring has proven to most benefit the mentee and mentor when mutual trust has been established. However, e-mentoring is still a relatively new phenomenon and it is unclear how online trust is established and sustained between mentors and mentees. This paper presents a research agenda to better understand how trust is formed in e-mentoring.

LIFELONG LEARNING THROUGH MENTORING PROCESS
Dele BRAIMOH
The Turkish Online Journal of Distance Education , 2008,
Abstract: Learning is an unending, abstract and invisible process that permeates everyone’s life, whether young or old, rich or poor, educated or illiterate. Learning is also an embodiment of education which transcends the four-walls of the classroom. Therefore, education is an added knowledge to one’s existing knowledge which is expected to lead to behavioral modification on the part of the educatee, whose efficiency and performance in his/her daily activities should consequently improve positively. In the same vein, mentoring has a multi-faceted dimension, not limited only to the education industry but also includes all other aspects of human development process. Therefore, this paper analyses the varying dimensions of mentoring phenomenon which may be characterized by flexibility of learning process among different groups of people in any given society. The totality of such a learning encounter through mentoring process is aimed at achieving an all-round development of an individual, whether such is from cognitive, psychomotor or affective domain!
CRITICAL SUCCESS FACTOR IN E-LEARNING: AN EXAMINATION OF TECHNOLOGY AND STUDENT FACTORS  [PDF]
Mahdi Alhaji Musa,Mohd Shahizan Othman
International Journal of Advances in Engineering and Technology , 2012,
Abstract: E-learning is one of the recent trend and major technological advancement in Information technology, reshaping the mode of delivery of education in Universities. In light of this, the Universities have to take advantage of using e-learning to deliver education to students. A lot of factors must be put into consideration for any universities that need to venture into e-learning based courses. This paper is intended to examine the e-learning critical success factors (CSFs) as perceived by students. In this study, two main factors related to the e-learning CSFs within a university environment including technological and student factors were examined. The factors were tested by surveying 450 undergraduate students at the Universiti Teknologi Malaysia. The results revealed that internet browsing speed and instructor participation in discussion groups are most critical factors for e-learning.
Identification of critical timeconsuming student support activities in e-learning  [cached]
Fred J. de Vries,Liesbeth Kester,Peter Sloep,Peter van Rosmalen
Research in Learning Technology , 2005, DOI: 10.3402/rlt.v13i3.11219
Abstract: Higher education staff involved in e-learning often struggle with organising their student support activities. To a large extent this is due to the high workload involved with such activities. We distinguish support related to learning content, learning processes and student products. At two different educational institutions, surveys were conducted to identify the most critical support activities, using the Nominal Group Method. The results are discussed and brought to bear on the distinction between content-related, process-related and product-related support activities.
Critical Success in E-learning: An Examination of Technological and Institutional Support Factors  [PDF]
Maslin Masrom,Othman Zainon,Rosdina Rahiman
International Journal of Cyber Society and Education , 2008,
Abstract: In recent years, information technology (IT) becomes prominent to support teaching and learning activities. IT tools allow us to create, collect, store and use the information and knowledge. E-learning was one of IT tools introduced at College of Science and Technology (CST), University Technology Malaysia (UTM) Kuala Lumpur since 2001. It has enabled a paradigm shift from institutio n-centered instruction to anywhere, anytime and anybody learning models. In CST the e-learning technology was used for accessing the syllabus and course content, submitting assignments, and taking class quizzes. This paper focuses on issues relating to the e-learning critical success factors (CSFs) from university students’ perspective. In this study, two main factors related to the e-learning CSFs within a university environment included technological and institutional support factors were examined. Confirmatory factor modeling approach was used to assess the criticality of the measures included in each factor. The results indicated that the most critical measures for technological factor in terms of ease of access and infrastructure are the browser efficiency, course website ease of use and computer network reliability. Meanwhile, for institutional support factor, the most critical measure is the availability of technical support or help desk.
E-mentoring in Surgical Training
DAL Macafee
Health Services Insights , 2012, DOI: 10.4137/HSI.S9613
Abstract: Introduction: E-mentoring uses electronic communications to build and maintain a mentoring relationship. A previous study found E-mentoring to be beneficial to surgical trainees when delivered by a single E-mentor. This study aimed to see if these benefits persisted within a larger network of surgical E-mentors. Methods: Surgical ST1 to ST3 trainees (E-mentees) and E-mentors were recruited in 2007. The study ran over one year with five questionnaires prompting discussions of a range of issues. At study end, a feedback questionnaire was sent via an independent third party. Results: Twenty three E-mentees were recruited, 16 (70%) were male, median age was 28 (IQR 2). Fifty four surgical E-mentors volunteered, the majority being Specialist Registrars (n = 52; 96%). E-mentees found the process to be very useful in identifying the good and bad points of their jobs. E-mentoring was not useful for improving academic knowledge, operative skills or clinical management. Conclusions: This study shows that E-mentoring is beneficial to surgical trainees who are engaged in the process. The process encourages reflection and was a useful source of advice but there remains areas where its scope is limited.
System Interactive Cyber Presence for E learning to Break Down Learner Isolation  [PDF]
Bousaaid Mourad,Ayaou Tarik,Afdel Karim,Estraillier Pascal
Computer Science , 2015, DOI: 10.5120/19626-1544
Abstract: The development of technologies of multimedia, linked to that of Internet and democratization of high speed, has made henceforth E-learning possible for learners being in virtual classes and geographically distributed. One benefit to taking course online is that the online course structure is typically more student focused than teacher centered and encouraging more active participation by students in collaborative learning activities. The quality and quantity of asynchronous and synchronous communications are the key elements for E-learning success. A potential problem that has received little exploration is student's feeling of isolation. It is important to have a propitious supervision to breaking down learner feeling isolation in E learning environment. This feeling of isolation is among the main causes of loss and high rates of dropout in E-learning. It impacts on their levels of participation, satisfaction and learning. To overcome this feeling of isolation, we aim, by this research, to provide the trainer and each learner with an environment allowing them to behave as if being face to face; in other words, to approach the pedagogy of classroom teaching. Our contribution to reduce the feeling of isolation is to ensure the presence of the teacher in the educational tools. These tools aim to establish a real dialogue with the learner, forcing him to take an active part in their learning. Among the tools we offer, video conference Openmeeting integrated in Moodle providing the possibility of using the notion of class and whiteboard, the indicator of motivation quantification tool based hand gesture that we developed and finally social networks web 2. 0 like Facebook, youtube, twitter to promote collaboration, sharing and communication of the learner with his peers.
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