Bridging Cyberspace through
e-Mentoring
Karen Jacobs, EdD, OTR/L, CPE, FAOTA
Nancy Doyle, OTD, OTR/L
Presentation Outline
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Overview: e-Mentoring in the OTD program
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Peer-peer mentoring
Faculty-student mentoring
Review of the evidence base literature
Tools and strategies for e-mentoring
Building a community of learners present and
future through e-mentoring
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Faculty and student perspectives
Defining e-Mentoring
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Electronic mentoring (e-mentoring) is
mentoring using computer-mediated
technology such as electronic communication
platforms (Adobe Connect, Wimba), e-mail,
message boards, etc. to provide and receive
guidance and support.
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Includes a variety of formats such as peerpeer and faculty-student
Case Example: e-Mentoring
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Distance education post-professional doctoral
program in occupational therapy
Two pairs formed at matriculation:
 Student-student
peer mentoring
 Faculty-student mentoring
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Relationships sustained until graduation
Mentoring agreements negotiated each
semester
Review of the Evidence Literature
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Peer mentoring:
 Instrumental
and psychosocial support
 Program satisfaction
(Grant-Vallone & Ensher, 2000)
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Faculty mentoring:
 Professional
development and identification
 Academic direction, skill-building
 Creative and independent thinking of mentees
(Milner & Bossers, 2004; Webb et al., 2009)
e-Mentoring Evidence Base
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Promising alternative to in-person mentoring
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Success related to:
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Prior experience with internet use (DiRenzo, Linnehan, Shao, &
Rosenberg, 2010)
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Self-efficacy and task-efficacy for peer mentors:
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Motivation to be involved in mentoring (DiRenzo et al., 2010)
Frequency of e-mentoring interactions (DiRenzo et al., 2010)
Limitations:
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Published research limited to written e-mentoring
methodologies (DiRenzo et al., 2010; Smith-Jentsch, Scielzo, Yarbrough, &
Rosopa, 2008)
e-Mentoring Tools
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Web camera and electronic communication platform
e-Mentoring Strategies
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Semester-long mentoring agreements
Weekly face-to-face meetings
Document reviews with specified deadlines
Building a Community of Learners
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Peer and faculty report high satisfaction
Benefits for online students:
 Motivation,
connection to the university, and
commitment to one’s academic and professional
work
 Strong sense of community and support
 Potential for long-term professional relationships
in clinical, research, and academic work
Student and Faculty Narratives
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Distance is not a barrier
e-mentoring around the globe
Summary
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e-mentoring defined
Program example
Review of evidence base literature
Recommendations for tools and strategies
Outcomes: learning community and potential
for long-term working relationships
References
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DiRenzo, M., Linnehan, F., Shao, P., & Rosenberg (2010). A moderated
mediation model of e-mentoring. Journal of Vocational Behavior. 76, 292305.
Grant-Vallone, E. J., & Ensher, E. A. (2000). Effects of peer mentoring on
types of mentor support, program satisfaction and graduate student stress:
A dyadic perspective. Journal of College Student Development, 41, 637642
Milner, T., & Bossers, A. (2004). Evaluation of the mentor-mentee
relationship in an occupational therapy mentorship programme.
Occupational Therapy International, 11, 96-111.
Smith-Jentsch, K. A., Scielzo, S. A., Yarbrough, C. S., & Rosopa, P. J.
(2008). A comparison of face-to-face and electronic peer-mentoring:
Interactions with mentor gender. Journal of Vocational Behavior, 72,193–
206
Webb, A. K., Wangmo, T., Ewen, H. H., Teaster, P. B., & Hatch, L. R.
(2009). Peer and faculty mentoring for students pursuing a PhD in
gerontology. Educational Gerontology, 35, 1089 -1106.