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Faculty and Graduate Peer Mentors Online Experiences in Teaching and Mentoring

Faculty and Graduate Peer Mentors Online Experiences in Teaching and Mentoring

Authors :
Martin, Staci B.
Michaud, Meredith E.
Logerstedt, Christian D.
Source :
Journal of General Education. 2018 67(3-4):251-268.
Publication Year :
2018

Abstract

For both Sophomore Inquiry (SINQ) faculty and graduate peer mentors, online education offers a chance to explore pedagogical approaches and adapt to new or different technology solutions to communicate with students. The purpose of this article is to explore how online SINQ faculty and graduate peer mentors instruct, build relationships, and interrupt oppressive situations while delivering an online course. The research examined how SINQ faculty and graduate peer mentors' pedagogy and practices evolved when translated from brick and mortar classrooms to online contexts. Semi-structured interviews were conducted. Transcripts were coded and thematic analysis was done. Critical hope was used as the conceptual framework. Four themes were identified: online instruction, SINQ faculty and graduate peer mentor relationships, interrupting oppressive language and behaviors, and online strategies. The last theme is presented as a table of participants' online strategies that highlights the effective practices in creating, nurturing, and sustaining equitable online learning environments.

Details

Language :
English
ISSN :
0021-3667 and 1527-2060
Volume :
67
Issue :
3-4
Database :
ERIC
Journal :
Journal of General Education
Publication Type :
Academic Journal
Accession number :
EJ1364379
Document Type :
Journal Articles<br />Reports - Research