Student-Student Mentoring for Retention and Engagement in Distance Education

Autor/inn/en	Boyle, Frank; Kwon, Jinhee; Ross, Catherine; Simpson, Ormond
Titel	Student-Student Mentoring for Retention and Engagement in Distance Education
Quelle	In: Open Learning, 25 (2010) 2, S.115-130 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0513
Schlagwörter	Electronic Learning; Social Support Groups; Mentors; Outcomes of Education; Foreign Countries; Educational Technology; Peer Relationship; Academic Persistence; Program Descriptions; Program Effectiveness; Investment; Cost Effectiveness; Educational Strategies; Learner Engagement; Culturally Relevant Education; Academic Support Services; Open Universities; Access to Education; Distance Education; Web Based Instruction; Student Surveys; Student Attitudes; College Students; School Holding Power; Pacific Islanders; Ethnic Groups; New Zealand; South Korea; United Kingdom + Suchen Sie Ihr Suchwort? Social support; Soziale Unterstützung; Lernleistung; Schulerfolg; Ausland; Unterrichtsmedien; Peer-Beziehungen; Investments; Geldanlage; Investiton; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Lehrstrategie; Offene Universität; Education; Access; Bildung; Zugang; Bildungszugang; Distance study; Distance learning; Fernunterricht; Web Based Training; Schülerbefragung; Schülerverhalten; Collegestudent; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ethnie; Neuseeland; Korea; Republik; Großbritannien
Abstract	This article argues that in the drive to develop e-learning initiatives in distance learning, simpler ways of supporting students for retention may be overlooked; for example, the linking of students in the form of mentoring and peer support networks. The article reports on three mentoring projects, in the United Kingdom, Korea and New Zealand, and shows that apparent retention gains of up to 20% with a return on investment of the order of magnitude of several hundred per cent may be possible. Whilst accepting the limitations of these studies, the article argues that there needs to be a clearer understanding of the benefits of such initiatives when deciding to invest time and funding in distance education support. It suggests that there is still much mileage to be made out of mentoring and "study dating". (Contains 3 tables, 1 figure and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10