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Mentoring through BlackBoard™ is
an effective vehicle for communication because:
- It allows for easy interaction since student
teams and eMentors do not need to be on-line at
the same time;
- It mediates the awkwardness of
age differences between student teams and eMentors;
- It is a secure and private place for eMentors
and mentee to analyze data collected during the
project and tentative explanations can be discussed.
Online mentoring supports much of what is currently
known about how individuals learn, including the socially–constructed
nature of learning and the importance of experiential, situated learning
experiences.
According to constructivist philosophy, learning
is most effective when situated in a context in which
new knowledge and skills will be used and individuals
construct meaning for themselves but within the context of interaction with
others.
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Experts facilitate learning by modeling problem-solving
strategies, guiding learners in approximating the strategies
while learners articulate their thought processes.
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Experts coach learners with appropriate
scaffolds or aids, gradually decreasing
assistance as learners internalize the process and
construct their own knowledge and understanding.
These processes are reflected in the mentor’s
roles of guide, adviser, coach, motivator, facilitator,
and role model within a contextual setting of
NVSF. Functioning as experts, mentors provide authentic,
experiential learning opportunities as well as an
intense interpersonal relationship through which
social learning takes place.
Here are some more reasons NVSF uses distance mentoring:
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The uniqueness of it lends focus. Distance
mentoring provides, for many students, the
ability to focus more intently and sustain engagement.
Since the timeline for completing this science
fair project is limited and the mentors and
mentees want the time to count, “threaded” questions-and-answers
discussions are started, and both "get
down to business" rather quickly.
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Many shy students find it easier to communicate
with a distance mentor and new learning occurs. Mentoring
provides two primary functions: instrumental
and psychosocial. The instrumental function
is the external value of the relationship;
mentees benefit from their mentors knowledge,
support, and guidance. The psychosocial function
is the internal value of the ongoing interpersonal
dialogue, collaborative critical thinking,
planning, reflection, and feedback.
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Being in different locations increases at least
two types of learning. Having to use the
tools and strategies helps participants get
skilled at and comfortable with these technologies,
which are going to expand in all areas of formal
and informal learning.
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Finally, it also acquaints participants with
unfamiliar cultures and geographies. We hope
that the familiarity gained from working with
the middle schoolers from a distance will transform
mentors and mentees into more culturally savvy
communicators.
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