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Lisansüstü Öğrenciler Arasında Yapılan Çevrimiçi Akran Mentorluğun Sürdürülebilirliğini Etkileyen Unsurlar

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

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.

References

  • Abbott-Anderson, K., Gilmore-Bykovskyi, A., Lyles, A. A. (2016). The value of preparing PhD students as research mentors: Application of Kram's Temporal Mentoring Model. Journal of Professional Nursing, 32(6), 421-429. doi:10.1016/j.profnurs.2016.02.004
  • Andreanoff, J. (2016). Coaching and mentoring in higher education: A step-by-step guide to exemplary practice. New York: Palgrave Macmillan. doi:http://dx.doi.org/10.1007/978-1-137-45150-7
  • Baranik, L. E., Wright, N. A., Reburn, K. L. (2017). Mentoring relationships in online classes. Internet and Higher Education, 34, 65-71. doi:10.1016/j.iheduc.2017.05.001
  • Boehm, B. A., Lueck, A. J. (2016). Graduate student peer-mentoring programs: Benefiting students, faculty, and academic programs. G. Wright (Ed.), The mentoring continuum: From graduate school through tenure (pp. 187-203). Sycracuse, NY: Syracuse University Press. https://scholarcommons.scu.edu/engl/89/ adresinden alınmıştır.
  • Boyle, P., Boice, B. (1998). Best practices for enculturation: Collegiality, mentoring, and structure. M. S. Anderson (Ed.), The experience of being in graduate school: An exploration (Vol. 101, pp. 87-94). San Francisco: Jossey-Bass. doi:http://dx.doi.org/10.1002/he.10108
  • Brown, C. E. (2016). Ethical issues when graduate students act as M-mentors. Ethics & Behavior, 26(8), 688-702. doi:10.1080/10508422.2016.1155151
  • Çamveren, H., Vatan, F. (2018). Yükseköğretimde mentorluk yetkinliği ve faydaları. Hemşirelikte Eğitim ve Araştırma Dergisi, 15(4), 256-261.
  • Carnell, E., MacDonald, J., Askew, S. (2006). Coaching and mentoring in higher education: A learning-centred approach. London, UK: Institute of Education, University of London.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th International Edition ed.). Boston, MA: Pearson Education.
  • de Janasz, S. C., Godshalk, V. M. (2013). The Role of E-Mentoring in Proteges' Learning and Satisfaction. Group & Organization Management, 38(6), 743-774. doi:10.1177/1059601113511296
  • Doyle, N., Jacobs, K., Ryan, C. (2016). Faculty mentors' perspectives on E-mentoring post-professional occupational therapy doctoral students. Occupational Therapy International, 23(4), 305-317. doi:10.1002/oti.1431
  • Foxwell, A. A., Kennard, B. D., Rodgers, C., Wolfe, K. L., Cassedy, H. F., Thomas, A. (2017). Developing a peer mentorship program to increase competence in clinical supervision in Clinical Psychology doctoral training programs. Academic Psychiatry, 41(6), 828-832. doi:10.1007/s40596-017-0714-4
  • Freire, P. (1997). Mentoring the mentor: a critical dialogue with Paulo Freire. New York: Peter Lang.
  • Grant-Vallone, E. J., Ensher, E. A. (2000). Effects of peer mentoring on types of mentor support, program satisfaction and graduate student stress: A dyadic perspective. Journal of College Student Development, 41(6), 637-642.
  • Guba, E. G., Lincoln, Y. S. (1982). Epistemological and methodological bases of Naturalistic Inquiry Educational Communication and Technology Journal, 30(4), 233-252.
  • Haggard, D. L., Dougherty, T. W., Turban, D. B., Wilbanks, J. E. (2011). Who Is a mentor? A review of evolving definitions and implications for research. Journal of Management, 37(1), 280-304. doi:10.1177/0149206310386227
  • Holley, K. A., Caldwell, M. L. (2012). The challenges of designing and implementing a doctoral student mentoring program. Innovative Higher Education, 37(3), 243-253. doi:https://doi.org/10.1007/s10755-011-9203-y
  • Jacobs, K., Doyle, N., Ryan, C. (2015). The nature, perception, and impact of e-mentoring on post-professional Occupational Therapy doctoral students. Occupational Therapy in Health Care, 29(2), 201-213. doi:10.3109/07380577.2015.1006752
  • Kahraman, M., Kuzu, A. (2016). E-mentoring for professional development of pre-service teachers: A case study. Turkish Online Journal of Distance Education, 17(3), 76-89. Kelly, S., Schweitzer, J. H. (1999). Mentoring within a graduate school setting. College Student Journal, 31(1), 130-149.
  • Kemmis, S., McTaggart, R. (2005). Participatory Action Research: Communicative action and the public sphere. N. K. Denzin, Y. S. Lincoln (Ed.), The Sage handbook of qualitative research (pp. 559-603). Thousand Oaks, CA: Sage Publications Ltd.
  • Kram, K. E. (1983). Phases of mentor relationship Academy of Management Journal, 26(4), 608-625. doi:10.2307/255910
  • Kram, K. E., Isabella, L. A. (1985). Mentoring alternatives- The role of peer relationship in career-development Academy of Management Journal, 28(1), 110-132. doi:10.2307/256064
  • Lewinski, A. A., Mann, T., Flores, D., Vance, A., Bettger, J. P., Hirschey, R. (2017). Partnership for development: A peer mentorship model for PhD students. Journal of Professional Nursing, 33(5), 363-369. doi:10.1016/j.profnurs.2017.03.004
  • McConnell, K., Geesa, R. L., Lowery, K. (2019). Self-reflective mentoring: perspectives of peer mentors in an education doctoral program. International Journal of Mentoring and Coaching in Education, 8(2), 86-101. doi: 10.1108/IJMCE-07-2018-0043
  • Moberg, D. J., Velasquez, M. (2004). The ethics of mentoring. Business Ethics Quarterly, 14(1), 95-122. doi:10.5840/beq20041418
  • Murdock, J. L., Stipanovic, N., Lucas, K. (2013). Fostering connections between graduate students and strengthening professional identity through co-mentoring. British Journal of Guidance & Counselling, 41(5), 487-503. doi:10.1080/03069885.2012.756972
  • Özkalp, E., Kırel, Ç., Sungur, Z., Cengiz, A. A. (2006). Örgütsel toplumsallaşma sürecinde mentorluk ve mentor'un yeri ve önemi: Anadolu Üniversitesi araştırma görevlileri üzerine bir inceleme. Anadolu University Journal of Social Sciences, 6(2), 55-69.
  • Rockinson-Szapkiw, A. J., Spaulding, L. S., Spaulding, M. T. (2016). Identifying significant integration and institutional factors that predict online doctoral persistence. Internet and Higher Education, 31, 101-112. doi:10.1016/j.iheduc.2016.07.003
  • Rogers, J. (2008). Coaching skills: A handbook (2nd ed.). Maidenhead: McGraw‐Hill Education.
  • Schunk, D. H., Mullen, C. A. (2013). Toward a conceptual model of mentoring research: Integration with self-regulated Learning. Educational Psychology Review, 25(3), 361-389. doi:10.1007/s10648-013-9233-3
  • Scott, C. E., Miller, D. M. (2017). Stories of a transformative mentorship: graduate student glue. International Journal of Mentoring and Coaching in Education, 6(2), 143-152. doi:10.1108/ijmce-09-2016-0065
  • Smith-Jentsch, K. A., Scielzo, S. A., Yarbrough, C. S., Rosopa, P. J. (2008). A comparison of face-to-face and electronic peer-mentoring: Interactions with mentor gender. Journal of Vocational Behavior, 72(2), 193-206. doi:10.1016/j.jvb.2007.11.004
  • Sowel, R. S., Zhang, T., Bell, N. E., Kirby, S. N. (2010). PhD completion and attrition: Policies and practices to promote student success. Washington, DC. https://cgsnet.org/phd-completion-project adresinden alınmıştır.
  • Tanis, H., Barker, I. (2017). E-mentoring at a distance: An approach to support professiona development in workplaces. Turkish Online Journal of Distance Education, 18(3), 135-155. doi:http://dx.doi.org/10.17718/tojde.328944
  • Van Der Haert, M., Arias Ortiz, E., Emplit, P., Halloin, V., Dehon, C. (2014). Are dropout and degree completion in doctoral study significantly dependent on type of financial support and field of research?. Studies in Higher Education, 39(10), 1885-1909. doi: 10.1080/03075079.2013.806458
  • Wright-Harp, W., Cole, P. A. (2008). A mentoring model for enhancing success in graduate education. Contemporary Issues in Communication Science in Disorders, 35, 4-16. doi:10.3109/07380577.2015.1006752
  • Yıldırım, A., Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (10th ed.). Ankara, Turkey: Seçkin Yayıncılık.

Factors Influencing the Sustainability of Online Peer Mentorship among Graduate Students

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

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. 

References

  • Abbott-Anderson, K., Gilmore-Bykovskyi, A., Lyles, A. A. (2016). The value of preparing PhD students as research mentors: Application of Kram's Temporal Mentoring Model. Journal of Professional Nursing, 32(6), 421-429. doi:10.1016/j.profnurs.2016.02.004
  • Andreanoff, J. (2016). Coaching and mentoring in higher education: A step-by-step guide to exemplary practice. New York: Palgrave Macmillan. doi:http://dx.doi.org/10.1007/978-1-137-45150-7
  • Baranik, L. E., Wright, N. A., Reburn, K. L. (2017). Mentoring relationships in online classes. Internet and Higher Education, 34, 65-71. doi:10.1016/j.iheduc.2017.05.001
  • Boehm, B. A., Lueck, A. J. (2016). Graduate student peer-mentoring programs: Benefiting students, faculty, and academic programs. G. Wright (Ed.), The mentoring continuum: From graduate school through tenure (pp. 187-203). Sycracuse, NY: Syracuse University Press. https://scholarcommons.scu.edu/engl/89/ adresinden alınmıştır.
  • Boyle, P., Boice, B. (1998). Best practices for enculturation: Collegiality, mentoring, and structure. M. S. Anderson (Ed.), The experience of being in graduate school: An exploration (Vol. 101, pp. 87-94). San Francisco: Jossey-Bass. doi:http://dx.doi.org/10.1002/he.10108
  • Brown, C. E. (2016). Ethical issues when graduate students act as M-mentors. Ethics & Behavior, 26(8), 688-702. doi:10.1080/10508422.2016.1155151
  • Çamveren, H., Vatan, F. (2018). Yükseköğretimde mentorluk yetkinliği ve faydaları. Hemşirelikte Eğitim ve Araştırma Dergisi, 15(4), 256-261.
  • Carnell, E., MacDonald, J., Askew, S. (2006). Coaching and mentoring in higher education: A learning-centred approach. London, UK: Institute of Education, University of London.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th International Edition ed.). Boston, MA: Pearson Education.
  • de Janasz, S. C., Godshalk, V. M. (2013). The Role of E-Mentoring in Proteges' Learning and Satisfaction. Group & Organization Management, 38(6), 743-774. doi:10.1177/1059601113511296
  • Doyle, N., Jacobs, K., Ryan, C. (2016). Faculty mentors' perspectives on E-mentoring post-professional occupational therapy doctoral students. Occupational Therapy International, 23(4), 305-317. doi:10.1002/oti.1431
  • Foxwell, A. A., Kennard, B. D., Rodgers, C., Wolfe, K. L., Cassedy, H. F., Thomas, A. (2017). Developing a peer mentorship program to increase competence in clinical supervision in Clinical Psychology doctoral training programs. Academic Psychiatry, 41(6), 828-832. doi:10.1007/s40596-017-0714-4
  • Freire, P. (1997). Mentoring the mentor: a critical dialogue with Paulo Freire. New York: Peter Lang.
  • Grant-Vallone, E. J., Ensher, E. A. (2000). Effects of peer mentoring on types of mentor support, program satisfaction and graduate student stress: A dyadic perspective. Journal of College Student Development, 41(6), 637-642.
  • Guba, E. G., Lincoln, Y. S. (1982). Epistemological and methodological bases of Naturalistic Inquiry Educational Communication and Technology Journal, 30(4), 233-252.
  • Haggard, D. L., Dougherty, T. W., Turban, D. B., Wilbanks, J. E. (2011). Who Is a mentor? A review of evolving definitions and implications for research. Journal of Management, 37(1), 280-304. doi:10.1177/0149206310386227
  • Holley, K. A., Caldwell, M. L. (2012). The challenges of designing and implementing a doctoral student mentoring program. Innovative Higher Education, 37(3), 243-253. doi:https://doi.org/10.1007/s10755-011-9203-y
  • Jacobs, K., Doyle, N., Ryan, C. (2015). The nature, perception, and impact of e-mentoring on post-professional Occupational Therapy doctoral students. Occupational Therapy in Health Care, 29(2), 201-213. doi:10.3109/07380577.2015.1006752
  • Kahraman, M., Kuzu, A. (2016). E-mentoring for professional development of pre-service teachers: A case study. Turkish Online Journal of Distance Education, 17(3), 76-89. Kelly, S., Schweitzer, J. H. (1999). Mentoring within a graduate school setting. College Student Journal, 31(1), 130-149.
  • Kemmis, S., McTaggart, R. (2005). Participatory Action Research: Communicative action and the public sphere. N. K. Denzin, Y. S. Lincoln (Ed.), The Sage handbook of qualitative research (pp. 559-603). Thousand Oaks, CA: Sage Publications Ltd.
  • Kram, K. E. (1983). Phases of mentor relationship Academy of Management Journal, 26(4), 608-625. doi:10.2307/255910
  • Kram, K. E., Isabella, L. A. (1985). Mentoring alternatives- The role of peer relationship in career-development Academy of Management Journal, 28(1), 110-132. doi:10.2307/256064
  • Lewinski, A. A., Mann, T., Flores, D., Vance, A., Bettger, J. P., Hirschey, R. (2017). Partnership for development: A peer mentorship model for PhD students. Journal of Professional Nursing, 33(5), 363-369. doi:10.1016/j.profnurs.2017.03.004
  • McConnell, K., Geesa, R. L., Lowery, K. (2019). Self-reflective mentoring: perspectives of peer mentors in an education doctoral program. International Journal of Mentoring and Coaching in Education, 8(2), 86-101. doi: 10.1108/IJMCE-07-2018-0043
  • Moberg, D. J., Velasquez, M. (2004). The ethics of mentoring. Business Ethics Quarterly, 14(1), 95-122. doi:10.5840/beq20041418
  • Murdock, J. L., Stipanovic, N., Lucas, K. (2013). Fostering connections between graduate students and strengthening professional identity through co-mentoring. British Journal of Guidance & Counselling, 41(5), 487-503. doi:10.1080/03069885.2012.756972
  • Özkalp, E., Kırel, Ç., Sungur, Z., Cengiz, A. A. (2006). Örgütsel toplumsallaşma sürecinde mentorluk ve mentor'un yeri ve önemi: Anadolu Üniversitesi araştırma görevlileri üzerine bir inceleme. Anadolu University Journal of Social Sciences, 6(2), 55-69.
  • Rockinson-Szapkiw, A. J., Spaulding, L. S., Spaulding, M. T. (2016). Identifying significant integration and institutional factors that predict online doctoral persistence. Internet and Higher Education, 31, 101-112. doi:10.1016/j.iheduc.2016.07.003
  • Rogers, J. (2008). Coaching skills: A handbook (2nd ed.). Maidenhead: McGraw‐Hill Education.
  • Schunk, D. H., Mullen, C. A. (2013). Toward a conceptual model of mentoring research: Integration with self-regulated Learning. Educational Psychology Review, 25(3), 361-389. doi:10.1007/s10648-013-9233-3
  • Scott, C. E., Miller, D. M. (2017). Stories of a transformative mentorship: graduate student glue. International Journal of Mentoring and Coaching in Education, 6(2), 143-152. doi:10.1108/ijmce-09-2016-0065
  • Smith-Jentsch, K. A., Scielzo, S. A., Yarbrough, C. S., Rosopa, P. J. (2008). A comparison of face-to-face and electronic peer-mentoring: Interactions with mentor gender. Journal of Vocational Behavior, 72(2), 193-206. doi:10.1016/j.jvb.2007.11.004
  • Sowel, R. S., Zhang, T., Bell, N. E., Kirby, S. N. (2010). PhD completion and attrition: Policies and practices to promote student success. Washington, DC. https://cgsnet.org/phd-completion-project adresinden alınmıştır.
  • Tanis, H., Barker, I. (2017). E-mentoring at a distance: An approach to support professiona development in workplaces. Turkish Online Journal of Distance Education, 18(3), 135-155. doi:http://dx.doi.org/10.17718/tojde.328944
  • Van Der Haert, M., Arias Ortiz, E., Emplit, P., Halloin, V., Dehon, C. (2014). Are dropout and degree completion in doctoral study significantly dependent on type of financial support and field of research?. Studies in Higher Education, 39(10), 1885-1909. doi: 10.1080/03075079.2013.806458
  • Wright-Harp, W., Cole, P. A. (2008). A mentoring model for enhancing success in graduate education. Contemporary Issues in Communication Science in Disorders, 35, 4-16. doi:10.3109/07380577.2015.1006752
  • Yıldırım, A., Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (10th ed.). Ankara, Turkey: Seçkin Yayıncılık.
There are 37 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Gülfidan Can 0000-0003-0337-4166

Atakan Çoşkun This is me 0000-0002-0459-9677

Yıldız Uzun This is me 0000-0002-3355-7230

Ceylan Nalça This is me 0000-0002-9417-3038

Ceylin Böğürcü This is me 0000-0003-0799-2623

Publication Date December 25, 2019
Published in Issue Year 2019 Volume: 16 Issue: 1

Cite

APA Can, G., Çoşkun, A., Uzun, Y., Nalça, C., et al. (2019). Lisansüstü Öğrenciler Arasında Yapılan Çevrimiçi Akran Mentorluğun Sürdürülebilirliğini Etkileyen Unsurlar. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 16(1), 910-942.