The Effect of an Internet-Based Mentoring Program on the Transactional Distance and Interaction Between Mentors and Proteges
Lenear, Phoebe Elaine
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https://hdl.handle.net/2142/79911
Description
Title
The Effect of an Internet-Based Mentoring Program on the Transactional Distance and Interaction Between Mentors and Proteges
Author(s)
Lenear, Phoebe Elaine
Issue Date
2006
Doctoral Committee Chair(s)
Johnson, Scott D.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Technology of
Language
eng
Abstract
Little research has been conducted on electronic mentoring, and more specifically Internet-based mentoring. Several traditional mentoring models exist; however, due to the novelty of the research area, no theoretical e-mentoring models appear in the literature. Using Moore's Theory of Transactional Distance as the theoretical framework, this research compared mentor-protege interaction, transactional distance (feelings of closeness), structure, satisfaction, and support in Internet-based asynchronous and synchronous mentoring settings. Mann-Whitney U-test results indicated that there were no significant differences in these constructs in either e-mentoring environment. This study also tested a Model for e-Mentoring Relationships to determine the interrelationships of interaction, structure, support, satisfaction, and closeness. Pearson product-moment correlation coefficients data revealed that the relationship between closeness and the other constructs was stronger in the synchronous e-mentoring environment and in the Mentor Initiation Model, suggesting that perceptions of closeness may be linked to the synchronous environment and the level of mentor participation.
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