E-Mentoring

Our study explores online international mentoring that supports novice faculty at geographically distant universities. Interview data with 30 mentees were analyzed using an inductive analysis method to describe how online men-toring supports young academics in their development as novice teachers, and to identify how they perceive this transformative experience in their own professional contexts and how an online setting may provide a context for the mentoring experience. Analyses showed that mentees have qualitatively different conceptualizations of the men-toring process, the role of the mentor, and the transformative potential of these professional relationships. A model of transformative experiences was thus created to describe the various cycles through which professional development in an online faculty mentoring program may evolve. Beyond generic implications, the particular dimension of how physical distance impedes mentors' authenticity in mentoring has been identified.

The purpose of this study is to examine the mentoring process in the education of gifted students and to develop a model applicable for the Turkish Educational System. The data of the study were collected through a literature review and focus group interviews. The study was conducted on one public and one private education institution for gifted students in Istanbul, Turkey. Purposeful sampling method was used in this study. A total of nine group interviews were carried out on 43 shareholders, the administrators, teachers, parents and student sub-groups, of the institutions in the sample group. The interviews were recorded and the recordings transcribed and analyzed through content analysis. As a result of the study, the establishment of a mentoring model was suggested under the Ministry of National Education, General Directorate of Special Education Guidance and Counseling Services, Department of Special Talents Development and issues such as model development, mentor and service area selection, matching, system operation and feedback were examined in detail.

Bu bölümde yüzyüze (geleneksel), elektronik veya karma bir mentorluk programının gerçekleştirilmesi sürecinde yapılması gereken çalışmalar ele alınmaktadır. Bu doğrultuda alanyazındaki ilgili çalışmalar ve farklı ülkelerde hayata geçirilmiş olan nitelikli mentorluk programları incelenerek; mentorluk programlarının hangi aşamaları kapsaması gerektiği ortaya koyulmaktadır. Bu bağlamda, mentorluk süreci planlama, eşleştirme, uygulama ve değerlendirme olarak dört aşamada ele alınmakta ve içerik bu hiyerarşik yapı içinde sunulmaktadır. Her bir aşama, kendi içinde alt bileşenlere ayrılarak ayrıntılı biçimde açıklanmaktadır. Bölümün mentorluk programı düzenleyecek kurum, eğitimci ve araştırmacılar için bir yol haritası niteliğinde olduğu düşünülmektedir.

Relationships are vitally important in all aspects of life, and especially in the Army, when sometimes life or death decisions are required. Mentoring is a developmental relationship where experiences are shared between two people, one with greater experience and one with lesser experience, based on mutual trust and respect. The purpose of this qualitative explanatory case study was to explain mentoring and African American Army Captain success. The impacts are well beyond the primary problem under investigation, of subpar promotion rates to Major for minority and female officers.  A systemic problem spanning over the last 40+ years, and what may contribute to the diversity imbalance at senior Army officer levels, requires a holistic performance improvement strategy. Through conducting surveys, in-depth semi-structured interviews, and reviewing previous studies, the views of African American Army Captains and Majors as mentees, and all Army Lieutenant Colonels and Colonels as mentors were gathered. The perspectives identified several themes requiring recognition before executing an Army mentoring strategy. One pattern that led to a theme was that mentoring occurs in the Army, but not through the Army Mentoring Program, because few officers are registered, use, or know of the program. Those patterns were parallel to three other patterns that indicated: lost mentoring time for junior officers, only 1-5 mentee experiences in an Army career, and an ardent desire for mentoring relationships.  Based on the research findings, patterns identified, and themes developed, mentoring may have greater impact on African American Army Captain success and promotion potential when initiated at the onset of an officer’s career.

Maintaining your research team's productivity during the COVID-19 era can be a challenge. Developing new strategies to mentor your research trainees in remote work environments will not only support research productivity and progress toward degree, but also help to keep your mentees' academic and research careers on track. We describe a three-step process grounded in reflective practice that research mentors and mentees can use together to reassess, realign, and reimagine their mentoring relationships to enhance their effectiveness , both in the current circumstances and for the future. Drawing on evidence-based approaches, a series of questions for mentees around documented mentoring competen-cies provide structure for remote mentoring plans. Special consideration is given to how these plans must address the psychosocial needs and diverse backgrounds of mentors and mentees in the unique conditions that require remote interactions. INTRODUCTION An unprecedented situation requiring remote research mentorship from faculty and research group leaders has emerged from the COVID-19 health crisis. In spring 2020, active laboratories and research centers were suddenly required to close, and many universities were forced to suspend nearly all research-related operations. By fall 2020, many universities began operating virtually, and many research relationships pivoted to remote engagement. Consequently, progress toward degree completion and research productivity has been negatively impacted, and tens of thousands of undergraduate, graduate, and postdoctoral research mentees have been engaging with their mentors remotely. Even as laboratories and research centers have reopened, there are guidelines for social distancing that extend the impact of the pandemic in terms of research activities and research mentoring relationships. The relevance of remote mentoring extends well beyond the current health crisis. In fact, remote mentoring has been a reality for many trainees and their mentors for years-for example, data-collection trips, conference attendance, sabbatical leave, and personal relocation. The intensity and length of the COVID-19 health crisis has provided an opportunity for mentors and trainees to be more intentional about adjusting their mentoring practices to accommodate changes in proximity and the resulting shift in the mode and frequency of their meetings. The ability of mentors to pivot and adopt new ways to lead their research teams during disruptions like a pandemic is a critical factor in fostering talent development and maintaining research productivity. In this Essay, we apply the metacognitive concept of reflective practice to remote research mentoring relationships and offer

The Mentored Innovation Model is an online collaborative
mentoring model developed in Hungary to help
teachers integrate technology in their classrooms in meaningful
ways. It combines an online modular approach of formal
pedagogical ICT training with an informal online community
experience of sharing, developing and critiquing of shared
learning resources during teacher education coursework. In this
article we describe its implementation with pre-service teachers
to support them with technology integration in their teaching.
We then discuss the usefulness of the model for teacher education based on the results of a technology self-efficacy and
mentoring satisfaction survey with 116 pre-service teachers.

Mentoring experiences and programmes are becoming increasingly
recognised as important by those engaged in capacity
strengthening in global health research. Using a primarily
qualitative study design, we studied three experiences of
mentorship and eight mentorship programmes for early career
global health researchers based in high-income and low- and
middle-income countries. For the latter, we drew upon
programme materials, existing unpublished data and more formal
mixed-method evaluations, supplemented by individual email
questionnaire responses. Research team members wrote stories,
and the team assembled and analysed them for key themes.
Across the diverse experiences and programmes, key emergent
themes included: great mentors inspire others in an intergenerational
cascade, mentorship is transformative in personal and
professional development and involves reciprocity, and finding the
right balance in mentoring relationships and programmes includes
responding creatively to failure. Among the challenges
encountered were: struggling for more level playing fields for new
health researchers globally, changing mindsets in institutions that
do not have a culture of mentorship and building collaboration
not competition. Mentoring networks spanning institutions and
countries using multiple virtual and face-to-face methods are a
potential avenue for fostering organisational cultures supporting
quality mentorship in global health research.

İletişim ve enfomasyon teknolojilerindeki gelişmeler, zamanın ve mekânın anlamını büyük
oranda değişikliğe uğratmaktadır. Aynı fiziki mekânı paylaşmanın söz konusu araçlar sayesinde
bir zorunluluk olmaktan çıkması büyük değişimlere kapı aralamıştır. Özellikle web tabanlı
iletişim insanların sosyalleşme pratikleri, medya kullanım alışkanlıkları, ekonomik faaliyetleri
gibi birçok alanı dönüşüme uğratmıştır. Dönüşüme uğrayan önemli alanlardan biri olarak eğitim
günümüzde akademik ilgide önemli bir yer işgal etmektedir. Bu bağlamda özellikle günümüz
Covid-19 pandemisinde uzaktan eğitim hem özel sektörde hem de devlet kurumlarında git gide
genişleyen ve gelişen bir eğitim yöntemi haline gelmiştir.
Amaç: Uzaktan eğitimle ilgili birçok sorun yaşandıkça ortaya çıkmaktadır. Çünkü bu dönemde
birçok öğretim elemanı uzaktan eğitim sistemlerini ilk kez kullanmak durumunda kalmıştır. Bu
çalışmada web tabanlı uzaktan eğitim sistemlerinde ders veren öğretim elemanlarının yaşadığı
sorunların aşılmasında mentorluk uygulamalarının önemli bir çözüm yöntemi olduğu öne
sürülmüştür.
Yöntem: Bu amaç doğrultusunda eğitimde kullanılan formal mentorluk, informal mentorluk,
akran mentorluğu, grup / takım mentorluğu, ters yönde mentorluk, kendine mentorluk kavramları
ele alınmıştır. Ardından başlangıcı e-postayla iletişime dayanan daha sonra video konferanslar ile
devam ederek Web 2.0 teknolojileri ile sürdürülen e-mentorluk incelenmiştir. E-mentorluğun
uzaktan eğitim sistemlerinde nasıl kullanılabileceği tartışılmıştır. Çalışma kapsamında bir ementorluk uygulaması geliştirilmiştir. Uygulama için Wordpress alt yapısından faydalanılmış ve
PHP(Hypertext Preprocessor) progragramlama dili kullanılmıştır. Tasarım olarak e-mentorluk
uygulamasının kullanıcının gözünü yormayacak, sade ve anlaşılır biçimde olmasına dikkat
edilmiştir. Kullanıcının bilgiye kolaylıkla ulaşması bakımından erişimi kolay ve anlaşılır menü
ve bağlantılar kullanılmıştır. E-mentorluk arayüzü dışında yönetici veya koordinatörlerin
uygulama yönetimini sağladıkları yönetim arayüzü eklenmiştir. Uygulama mobil cihazlar ile
uyumlu şekilde tasarlanmıştır. E-mentorluk uygulama tasarımı yapılırken öğretim tasarım ilkeleri
göz önünde bulundurulmuştur.
Bulgular: E-mentorluk uygulaması yoluyla katılımcılar kendi aralarında iletişim kurarak ve
uygulamada paylaşımlar yaparak uygulamanın içeriğine katkıda bulunabilmektedir.
Uygulamanın iletişimi kolaylaştırması, kullanışlılığı, tasarımı ve bir arşiv oluşturması
bakımından, toplanan verilerin değerlendirilmesini kolaylaştırmaktadır.
Sonuç ve Öneriler: Uzaktan eğitim metodu ile eğitim hizmeti sunan kurum ve birimler, iç işleyiş
kurallarına göre e-mentorluk sistemi kurarak daha verimli hizmet sağlayabilirler. Ayrıca uzaktan eğitimde yaşanılan sorunlar ile ilgili bir çözüm ve geliştirme biriminin olması da kuruma veya
birime birçok yenilik getireceği için birçok sorun da yaşanmadan önlenmiş olacaktır.

Recently, the impact of smart technologies and artificial intelligence as mechanisms for blended instruction in higher education institutions around the world has been of great interest.  A cross-sectional design was used for this study. At a defined time, assumptions concerning the efficiency of a localized application of integrated smart technology and AI-mediated thesis and dissertation assessment during COVID-19 disaster came into play. The completed thesis and dissertation reports obtained by e-mail during March 2020 were first evaluated using the AI-tool to assess if the manuscript is ready for submission or requires minor or major revision. I have demonstrated how academic research mentors can contextualize and introduce a new e-mentoring approach. The AI-enhanced tool was highly effective in addition to being able to process initial evaluation in an average of 8 minutes per submission, with its special features and accurate enough to determine the accuracy of the language and references of a scientific study. Nonetheless, follow-up work can include plagiarism identification, abstract intelligence, journal scope checker and paper submission's technical compliance.

This chapter looks at the dynamics of research collaboration and mentoring at a distance between two universities with unequal capacities in the Philippines. The case study highlights not only emergent collaborative and mentoring practices and the role of new media but also the tensions and possibilities of relations between researchers of unequal yet complementary capacities.

The importance of mentoring to career development is well recognized; yet practice does not always follow theory, often to the exclusion of minorities and women.  Interviews with 13 US Army officers representing various backgrounds highlighted several inequities that have been reported in previous organizational research. The inquiry also emphasized the need for organizational leaders to create a common
operating picture to improve the execution of their mentoring programs, ensure ongoing mentoring throughout staff members' careers, and identify and eliminate barriers to mentoring based on race or gender. Although such efforts may require a paradigm shift in organizational practices and culture, they are essential to ensuring equity in the workplace, robust leadership development, a high level of commitment
and performance, and success at all levels.

This study addressed a different approach to online language teacher training programs. The researchers investigated the pros and cons of having local mentor support for an online course titled Using Technology in the English Language Classroom provided by the AE E-Teacher Program. The course was offered to preservice teachers from 24 different universities across Turkey. The study collected data through a pre-and post-online survey and individual semistructured interviews. The results revealed that while local mentoring as a supplement to the main course content contributed to teacher candidates' emotional and professional attachment to their profession by helping them relate theory to contextualized educational settings, it can still be improved by the integration of more interactive tasks that would help the attendees refer to specific practical implementation of the educational technology tools introduced in the program.