Using Videoconferencing-Mediated Mentoring to Support Experienced Faculty on Videoconferencing Pedagogy

• In Event: Roundtable Session 3
  In Roundtable Session: Technology in the Classroom

Abstract

Faculty mentoring in higher education aims to scaffold mentee to adjust to new environment, build social relations with others, and improve instructional skills in the same physical environment. However, this process could be problematic in institutions serving in satellite campuses with geographically spread faculty body. The researchers utilized the Videoconferencing Mediated Mentoring (VMM) model to investigate the effectiveness of VMM in training experienced faculty and disseminating telecasted pedagogy to diverse faculty. Three full-time and one adjunct faculty participated in the study at a Southeastern North Carolina University. Data was collected through mentor’s and mentees’ weekly logs, and interview with mentees. Integrity of quality instruction, instructional transformation, multiplicity, establishing new collaborations and alliances, and advocacy were emerging themes from the data.

Authors

• Jillian Ardley

• Jale Aldemir, University of North Carolina - Wilmington