Lisansüstü Öğrenciler Arasında Yapılan Çevrimiçi Akran Mentorluğun Sürdürülebilirliğini Etkileyen Unsurlar

Year 2019, Volume: 16 Issue: 1, 910 - 942, 25.12.2019

Gülfidan Can , Atakan Çoşkun Yıldız Uzun Ceylan Nalça Ceylin Böğürcü

Abstract

Bu katılımcı eylem araştırmasının amacı lisansüstü öğrenciler arasında yapılan metin tabanlı çevrimiçi akran mentorluğun sürdürülebilirliğini etkileyen unsurları incelemektir. Çalışmada üç hafta boyunca sadece metin tabanlı sohbet uygulamaları kullanılarak 13 lisansüstü öğrenci ve bir öğretim üyesi ile çevrimiçi akran mentorluk programı yürütülmüştür. Veri kaynakları yansıma raporları, yansıma formları, odak grup görüşmeleri ve çevrimiçi sohbet kayıtlarıdır. Katılımcıların çevrimiçi akran mentorluğa devam edip etmedikleri konusunda bilgi almak için altı ay sonra tekrar veri toplanmıştır. Araştırmacılar tarafından birbirinden bağımsız bir şekilde yürütülen ve karşılaştırılan içerik analizi sonuçları tutarlı bulunmuştur. Çevrimiçi metin tabanlı akran mentorluk programının sürdürülebilirliğini etkileyen üç ana unsur mentorluk işlevleri, program organizasyonu ve mentor özellikleridir. Sürdürülebilirlik için akran mentorların akademik ve psikososyal açıdan karşılıklı destek vermesi, akranlar arası uyum sağlanması ve lisansüstü öğrencilerin akran mentorluk sürecini kendi aralarında düzenleyebilmeleri için program organizasyonunun giderek esnekleştirilen bir yapıda olması gereklidir. Ayrıca, mentorluk becerilerinin ve çevrimiçi akran mentorluğa karşı olumlu tutumların gelişebilmesi için lisansüstü öğrencilere ve öğretim üyelerine eğitim sağlanması önemlidir.

Keywords

Lisansüstü Eğitim, Çevirimiçi Akran Mentor, Metin Tabanlı, Sürdürülebilirlik

Factors Influencing the Sustainability of Online Peer Mentorship among Graduate Students

Abstract

The purpose of this study is to explore the
factors influencing the sustainability of online text-based peer mentorship
among graduate students. In this Participatory Action Research, a three-week
online peer mentorship program was implemented with 13 graduate students and
one faculty member using text-based chat applications. Data sources were
reflection reports, reflection forms, focus group interviews, and chat session
records. Data were collected again after a period of six months in order to
establish the levels of participants’ continuation of online peer mentorship.
Content analysis was conducted independently by the researchers and the results
found to be consistent. Three main factors influence the sustainability of
online text-based peer mentorship program, and these are mentoring functions,
program organization, and mentor characteristics. For sustainability, it is
necessary for peer mentors to receive mutual academic and psychosocial support
within a harmonious peer mentoring experience that gradually affords
flexibility to the peers in order to regulate the process by themselves. It is
also vital to provide training to both graduate students and faculty members to
ensure adequate development of their mentoring skills and positive attitudes
for an effective online peer mentorship experience. 

Keywords

Graduate education, Online peer mentor, Text-based, Sustainability

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