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Metacognitive Mentoring Framework Reduce Student Attrition in Online Education
ARTICLE

Journal of Instructional Research Volume 7, Number 1, ISSN 2159-0281

Abstract

This paper summarizes a veteran instructor's experience during a short, yet intensive mentorship within a Community of Practice (CoP) framework. As a member in a Participatory Action Research mentoring/coaching project, the educator gained new insights and knowledge about how to better serve first-year, entry-level, College 100 learners. Key insights cultivated via a peer coaching and mentoring process helped the educator develop specific instructional best practices better suited to the cognitive, constructivism online learning format designed for first-year learners. The most profound growth experiential learning take-away from the coaching and mentoring process was the understanding of and new skills applied that work best with the student population. Having veteran experience instructing advanced learners for a variety of institutions, the educator learned that instructional techniques cannot be applied uniformly when teaching in a first-year classroom compared to more advanced learners. In addition, the educator provides many of her best practices she uses in all her classrooms at many institutions she teaches for. She shares them with you in this book. Novice and veteran educators and trainers in any instructional environment will find useful teaching tools to benefit learners of all ages.

Citation

Portugal, L.M. (2018). Metacognitive Mentoring Framework Reduce Student Attrition in Online Education. Journal of Instructional Research, 7(1), 133-155. Retrieved October 18, 2021 from .

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