Advances in E-learning-Experiences and Methodologies

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E-Mentoring Table 27. Moment. Best practice in e-mentoring program EVALUATION (a literature review) RECOMMENDATIONS • Ongoing evaluation rather than at the end of the program AUTHOR(S) MENTOR, 2001 Table 28. Dissemination. Best practice in e-mentoring program EVALUATION (a literature review) RECOMMENDATIONS • Consideration of the information needs of the program’s board, founders, communication partners, and other supporters • Sharing of program information and lessons learned with program stakeholders and the broader mentoring community AUTHOR(S) MENTOR, 2001 Table 29.“Don’ts” on e-mentoring (a literature review) On planning and running an e-mentoring program, don’t… … rush or under-estimate the time required to set up and plan the scheme—include the coordinator, mentor, and mentee training … commit to a long-term scheme initially … assume mentees and mentors have good e-mail skills or easy access to equipment … assume the software will deal with all risks or that everything is running smoothly … let information technology to “take over the show.” At best, IT must enable participants to meet their traditional goals in a better way that was practically possible before … engage in e-mentoring if you do not have experience in face-to-face mentoring … do it for marketing or public relations purposes, but only when a genuine need is perceived and a realistic plan can be implemented long-term … use it as a replacement for a face-to-face mentoring program particularly with populations at high risk (failure, violence, and so on)
E-Mentoring practice as published by diverse authors and has been divided in three main program phases: (a) design and planning, (b) implementation, and (c) evaluation. Recommendations and sources are summarized in Tables 12-28 respectively. Programme managers should also keep in mind some important “don’ts” on planning and running a e-mentoring program, as recommended by Ross (2004) and O’Neill, et al. (2002) and summarized in Table 29. Future PrActIce dIrectIons The main threat to survival of many e-mentoring initiatives is that of long-term sustainability. In the case of large projects in the U.S. O’Neill et al. (2002, p. 7) see in the next years a swift move from national scale, generalist programs to more localized and customized versions when they state, “The most important issue for e-mentoring as it moves into the future is tailoring e-mentoring initiatives to fit local needs. (...) even so if this means working in a less organized way and with fewer resources.” The authors go on to point to the importance of creating software and guidance materials that will assist in the development of small e-mentoring initiatives in those circumstances where local knowledge is very critical to success. This may be the way forward for initiatives like Aimhigher in the UK, which has just been granted an extra year of “grace” after the initiative had officially run out of governmental support. As e-mentoring becomes a more widely known and accepted modality of support, its permeation in Europe is greatly likely to increase, partially as a result from the emphasis placed on longlife learning. It is important however that the expertise developed at grassroots level is harnessed and made the most of to contribute to the success of new, larger initiatives in the European context. Best case scenario, the next years will witness the consolidation of national and cross-national communities of practice that promote sharing of knowledge and resources. Mutual collaboration is likely to reinforce sharing of expertise and resources that combine mentoring with other student-centered methodologies, as well as programmatic efforts based on best practice and demonstrated outcomes. As Haaris notes (O’Neill et al., 2002): The kind of skills, sensibilities, and problem solving abilities that will be necessary to succeed in an increasingly complex and technologically saturated society will not be developed in learners who look to the technology to teach them. E-mentoring is an excellent and natural vehicle for starting to create authentic, learner centered instruction of this rich and complex variety. (p. 11) Future reseArch dIrectIons It has been noted that the proliferation of online mentoring programs has been underpinned by very practical reasons of access and convenience. However, the benefits of these initiatives has been often assumed rather than demonstrated, and their positive outcomes have largely been based on speculation and anecdotal evidence. Compared to the plethora of Web sites connecting mentors and mentees, very little research has been done on program effectiveness. With some exceptions (Asgari & O’Neill, 2004; Calder, 2004; Carlsen & Single, 2000; Dewart et al., 2004; Headlam- Wells, 2004; Headlam-Wells et al., 2005; O’Neill & Harris, 2000), it tends to be the case that follow up research on the benefits of mentoring are much less frequent than the introduction of such program. Comprehensive literature reviews and theoretical papers on the subject also scarce, again with exclusion of the work of a few notable authors (Bierema & Merriam, 2002; Ensher et al., 2003; Harrington, 1999; Harris, O’Bryan, & Rotenberg, 1996; O’Neill, 2004; Perren, 2003; Single & Muller, 1999; P. B. Single & R. M. Single, 2005b).
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Advances in E-Learning: Experiences
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Table of Contents Preface .........
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Chapter XIV Open Source LMS Customi
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Chapter III Philosophical and Epist
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of constructive and cooperative met
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Chapter XIV Open Source LMS Customi
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contents, learning contexts, proces
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xv these organizations do not get a
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xvii QuALIty In e-LeArnIng Before t
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allow that the teachers in training
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xxi ISO. (1986). Quality-Vocabulary
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Chapter I RAPAD: A Reflective and P
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RAPAD in fields such as law, engine
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RAPAD mystery to the new student. B
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RAPAD example, whereas Laurillard h
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RAPAD Ontologically, systems philos
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RAPAD information related processes
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RAPAD methods and techniques accord
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RAPAD 2. An introduction to learnin
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RAPAD then asked to reflect on and
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RAPAD Figure 4. A rich picture to h
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RAPAD Again using techniques from t
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RAPAD university preparation course
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Page 50 and 51: RAPAD Knight, P.T., & Trowler, P. (
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Page 54 and 55: A Heideggerian View on E-Learning t
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Page 70 and 71: Philisophical and Epistemological B
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Page 104 and 105: E-Mentoring Ensher, E. A., Heun, C.
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E-Learning Value and Student Experi
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Integrating Technology and Research
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Chapter IX AI Techniques for Monito
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AI Techniques for Monitoring Studen
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Chapter X Knowledge Discovery from
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Knowledge Discovery from E-Learning
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Chapter XI Swarm-Based Techniques i
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Swarm-Based Techniques in E-Learnin
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Chapter XII E-Learning 2.0: The Lea
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E-Learning 2.0 Table 1. Different s
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E-Learning 2.0 Figure 1. Difference
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E-Learning 2.0 where the blog is al
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E-Learning 2.0 process. Along this
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E-Learning 2.0 forth, and, of cours
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E-Learning 2.0 Finally, it is impor
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E-Learning 2.0 never be a hotchpotc
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E-Learning 2.0 McPherson, K. (2006)
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E-Learning 2.0 Rosen, A. (2006). Te
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Telematic Environments and Competit
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Open Source LMS Customization Intro
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Open Source LMS Customization or ev
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Open Source LMS Customization compa
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Open Source LMS Customization Figur
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Open Source LMS Customization Haina
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Evaluation and Effective Learning p
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Evaluation and Effective Learning r
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Evaluation and Effective Learning t
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Evaluation and Effective Learning m
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Evaluation and Effective Learning c
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Evaluation and Effective Learning H
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Chapter XVI Formative Online Assess
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Formative Online Assessment in E-Le
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0 Chapter XVII Designing an Online
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Designing an Online Assessment in E
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Quality Assessment of E-Facilitator
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Chapter XIX E-QUAL: A Proposal to M
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E-QUAL is proposed to evaluate the
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E-QUAL provide competent, service-o
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E-QUAL 2004; Scalan, 2003) and qual
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E-QUAL benchmarks address technolog
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E-QUAL E-learning added two differe
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E-QUAL Table 6. Application of the
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E-QUAL Future trends The future of
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E-QUAL (EQO) co-located to the 4 th
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E-QUAL SMEs: An analysis of e-learn
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E-QUAL Meyer, K. A. (2002). Quality
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Compilation of References Argyris,
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Compilation of References Biggs, J.
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Compilation of References Cabero, J
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Compilation of References Comezaña
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Compilation of References Downes, S
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Compilation of References Fandos, M
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Compilation of References Little, J
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Compilation of References Metros, S
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Compilation of References ONeill, K
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Compilation of References Preece, J
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Compilation of References Sadler, D
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Compilation of References Shin, N.,
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Compilation of References tional Co
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Compilation of References Vermetten
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Compilation of References Yu, F. Y.
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About the Contributors Juan Pablo d
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About the Contributors part: “An
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About the Contributors María D. R-
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About the Contributors Applications
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Index e-learning tools, automated p
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Socrates 55 Sophists 55 student-foc
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