You are here:

Mentoring relationships in online classes
ARTICLE

, University at Albany, United States ; , College for Financial Planning, United States ; , 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 .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2017.05.001

Keywords