Mentoring relationships in online classes
ARTICLE
Lisa E. Baranik, University at Albany, United States ; Natalie A. Wright, College for Financial Planning, United States ; Kelly L. Reburn, East Carolina University, United States
Internet and Higher Education Volume 34, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd
Abstract
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,
Citation
Baranik, L.E., Wright, N.A. & Reburn, K.L. (2017). Mentoring relationships in online classes. Internet and Higher Education, 34(1), 65-71. Elsevier Ltd. Retrieved June 24, 2019 from https://www.learntechlib.org/p/199184/.
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