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Mentoring relationships in online classes

, 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


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,


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 May 8, 2021 from .

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

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