Supporting Experienced Faculty on Videoconferencing Pedagogy through Videoconferencing Mediated Mentoring

Jillian Ardley*, Jale Aldemir**
* Instructional Program Manager, Communication Division, Florida State College, Jacksonville, Florida, USA.
** Assistant Professor, Early Childhood Education, University of North Carolina Wilmington, Wilmington, North Carolina, USA.
Periodicity:July - September'2016
DOI : https://doi.org/10.26634/jet.13.2.8161

Abstract

Faculty mentoring in higher education aims to scaffold mentee to adjust to the new work setting, 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 purpose of the current study is to educate experienced faculty on telecasted pedagogy by utilizing Videoconferencing Mediated Mentoring (VMM) model. 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.

Keywords

Videoconferencing, Teleconferencing, Faculty Mentoring.

How to Cite this Article?

Ardley,J., and Aldemir, J. (2016). Supporting Experienced Faculty on Videoconferencing Pedagogy through Videoconferencing Mediated Mentoring. i-manager’s Journal of Educational Technology, 13(2), 21-29. https://doi.org/10.26634/jet.13.2.8161

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