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dc.contributor.authorBonnett, C.
dc.contributor.authorWildemuth, B.
dc.contributor.authorSonnenwald, D. H.
dc.date.accessioned2007-06-27T00:00:01Z
dc.date.available2010-06-18T23:31:30Z
dc.date.issued2006en_US
dc.date.submitted2007-06-27en_US
dc.identifier.citationInteractivity between protégés and scientists in an electronic mentoring program 2006, (34):21-61 Instructional Scienceen_US
dc.identifier.urihttp://hdl.handle.net/10150/105659
dc.description.abstractInteractivity is defined by Henri (1992) as a three-step process involving communication of information, a response to this information, and a reply to that first response. It is a key dimension of computer-mediated communication, particularly in the one-on-one communication involved in an electronic mentoring program. This report analyzes the interactivity between pairs of corporate research scientists (mentors) and university biology students (protégés) during two consecutive implementations of an electronic mentoring program. The frequency and structure of the interactions within each pair were examined to provide context: 542 messages were posted among the 20 mentors and 20 protégés. These messages were formed into 5-10 threads per pair, with 3-4 messages per thread, indicating a high level of interactivity (there were more responses posted than independent messages). Mentor-protégé pairs rated as effective by both mentors and protégés' posted more messages overall, had well-structured threads, had protégés and mentor postings that were similar in topic coverage and message length, and had little overt "management" behavior by mentors. However, there appears to be no clear recipe for successful interaction. Not only are there a variety of factors at play in developing an online relationship in this context, but mentor-protégés pairs can falter at various stages in the process and in various ways.
dc.format.mimetypeapplication/pdfen_US
dc.language.isoenen_US
dc.subjectInformation Scienceen_US
dc.subjectDistributed Learningen_US
dc.subjectHuman Computer Interactionen_US
dc.subject.othereLearningen_US
dc.subject.othereMentoringen_US
dc.subject.othermentoringen_US
dc.subject.otherhuman information behavioren_US
dc.titleInteractivity between protégés and scientists in an electronic mentoring programen_US
dc.typeJournal Article (Paginated)en_US
dc.identifier.journalInstructional Scienceen_US
refterms.dateFOA2018-08-21T13:31:10Z
html.description.abstractInteractivity is defined by Henri (1992) as a three-step process involving communication of information, a response to this information, and a reply to that first response. It is a key dimension of computer-mediated communication, particularly in the one-on-one communication involved in an electronic mentoring program. This report analyzes the interactivity between pairs of corporate research scientists (mentors) and university biology students (protégés) during two consecutive implementations of an electronic mentoring program. The frequency and structure of the interactions within each pair were examined to provide context: 542 messages were posted among the 20 mentors and 20 protégés. These messages were formed into 5-10 threads per pair, with 3-4 messages per thread, indicating a high level of interactivity (there were more responses posted than independent messages). Mentor-protégé pairs rated as effective by both mentors and protégés' posted more messages overall, had well-structured threads, had protégés and mentor postings that were similar in topic coverage and message length, and had little overt "management" behavior by mentors. However, there appears to be no clear recipe for successful interaction. Not only are there a variety of factors at play in developing an online relationship in this context, but mentor-protégés pairs can falter at various stages in the process and in various ways.


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