Mentoring: An Introduction to Research and Best Practices
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Rebecca Stimson of MVLRI, Dr. Jered Borup of George Mason University, and Julie Howe of Three Rivers High School discuss the research behind the influence of mentors on online learner success and highlight the successful mentor practices at Three Rivers High School in Three Rivers, Michigan.
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Mentoring: An Introduction to Research and Best Practices
- 3. Mentoring: An Introduction to Research and Best Practices
- 4. Michigan Virtual Learning Research Institute A Division of MVU Presenters Dr. Jered Borup George Mason University Julie Howe Three Rivers High School Rebecca Stimson Michigan Virtual Learning Research Institute
- 5. Michigan Virtual Learning Research Institute A Division of MVU Who is the player with the ball? Why is he wearing the number 80?
- 6. Michigan Virtual Learning Research Institute A Division of MVU Why do online students drop out? de la Varre et al. (2014) identified 5 reasons: 1. Scheduling and time constraints 2. Academic rigor and motivation 3. Technology problems 4. Lack of teacher immediacy 5. Parental influences
- 7. Michigan Virtual Learning Research Institute A Division of MVU On-site mentors have the potential to lower attrition rates and increase student achievement.
- 8. Michigan Virtual Learning Research Institute A Division of MVU F2F Instructional Responsibilities Designer Teacher Mentor
- 9. Michigan Virtual Learning Research Institute A Division of MVU D Online Instructional Responsibilities Designer Teacher Mentor T M
- 10. Michigan Virtual Learning Research Institute A Division of MVU T M Online Team Roster Teacher Mentor S Student P Parent
- 11. Michigan Virtual Learning Research Institute A Division of MVU T M Full Team Roster Teacher Mentor S Student P Parent
- 12. Michigan Virtual Learning Research Institute A Division of MVU T M Full Team Roster Teacher Mentor S Student P Parent
- 13. Michigan Virtual Learning Research Institute A Division of MVU T M Full Team Roster Teacher Mentor S Student P Parent
- 14. Michigan Virtual Learning Research Institute A Division of MVU T M Full Team Roster Teacher Mentor S Student P Parent
- 15. Michigan Virtual Learning Research Institute A Division of MVU The Student’s Perspective Students should recognize that they have 1. online support from their course teacher, 2. at-school support from their mentor, and 3. at-home support from their parent/guardian. Online At School At Home T Face-to-face Virtual
- 16. Michigan Virtual Learning Research Institute A Division of MVU School A School B School C School D The Online Teacher’s Perspective
- 17. Michigan Virtual Learning Research Institute A Division of MVU T Face-to-face Virtual The Parent’s Perspective
- 18. Michigan Virtual Learning Research Institute A Division of MVU Face-to-face Virtual The Mentor’s Perspective
- 19. Michigan Virtual Learning Research Institute A Division of MVU Face-to-face Virtual The Mentor’s Perspective
- 20. Michigan Virtual Learning Research Institute A Division of MVU The Mentor is a Critical Component
- 21. Michigan Virtual Learning Research Institute A Division of MVU Mentoring Responsibilities
- 22. Michigan Virtual Learning Research Institute A Division of MVU Mentoring Responsibilities Guide N “Help select courses that are a good fit.”
- 23. Michigan Virtual Learning Research Institute A Division of MVU Mentoring Responsibilities Coach “[Mentors] may serve as a coach to prepare students for virtual schooling” (Harms et al., 2006)
- 24. Michigan Virtual Learning Research Institute A Division of MVU Mentoring Responsibilities Coach “assist students on a daily basis on items such as study skills, social issues, attendance, and school events” (Wicks, 2010)
- 25. Michigan Virtual Learning Research Institute A Division of MVU Mentoring Responsibilities Friend and Motivator “can act as problem- solver, mentor and friend” (Harms et al., 2006)
- 26. Michigan Virtual Learning Research Institute A Division of MVU Mentoring Responsibilities Friend and Motivator “The key is having a relationship with the students. The students have to trust you and like you.”
- 27. Michigan Virtual Learning Research Institute A Division of MVU Mentoring Responsibilities Friend and Motivator “Being sympathetic and encouraging – especially with those students who are not doing well. Bringing the human aspect into the online world.”
- 28. Michigan Virtual Learning Research Institute A Division of MVU Mentoring Responsibilities Track student progress “Closely monitor students and course content, and ensure students are engaged in activities that promote their academic progress.”
- 29. Michigan Virtual Learning Research Institute A Division of MVU Mentoring Responsibilities Communication Link “provide a communication link for parents and guardians” (Harms et al., 2006)
- 30. Michigan Virtual Learning Research Institute A Division of MVU Mentoring Responsibilities Manage Classroom Behavior “An adult facilitator who is responsible for insuring that everything is working smoothly and order is maintained” (Hannum et al., 2008)
- 31. Michigan Virtual Learning Research Institute A Division of MVU Do mentors impact student performance?
- 32. Michigan Virtual Learning Research Institute A Division of MVU Do mentors impact student performance? Students who have an assigned class period to work were nearly 2x as likely to pass their course than those who didn’t have an assigned class period. (Roblyer et al., 2008)
- 33. Michigan Virtual Learning Research Institute A Division of MVU Do mentors impact student performance? Mentors can have an especially high impact on at-risk students with low parental involvement. (Colorado Online Learning, 2012; Ferdig, 2010; Pettyjohn, 2012; Wicks, 2012)
- 34. Michigan Virtual Learning Research Institute A Division of MVU Do mentors impact student performance? Students who have a trained mentor do better than students who have an untrained mentor. (Hannum et al., 2008; Staker, 2011)
- 35. Michigan Virtual Learning Research Institute A Division of MVU Do mentors impact student performance? “Facilitators are made, not born.”(Roblyer, 2006)
- 36. • 14 Mentors • 10 Schools • Various Structures Mentor Case Studies: Online Learner Support Models
- 37. Michigan Virtual Learning Research Institute A Division of MVU Michigan Mentor Model Demographics Geographic Location of School # of Students # of Mentors Interviewed Mentor Gender Years Mentoring Average Number of Mentored Students Suburban 1100 2 Female Female 5 1 400 Urban 700 1 Female 1 140 Small Town 650 1 Male 2 100 Midsize Town 800 3 Female Female Male 6 2 2 400 Urban 700 1 Female 8 53 Suburban 900 1 Female 7 80 Small town 800 1 Male 6 300 Rural 470 2 Female Male 1 1 55 Rural 1000 1 Male 2 70 Suburban 960 1 Male 12 50
- 38. Interview Protocol • Contact • Questions Who What How & When • Suggestions
- 39. End Products • Profiles • A mentor orientation module • Mentor Fundamentals: A Guide for Mentoring Online Learners
- 40. Michigan Virtual Learning Research Institute A Division of MVU Best Practice • Connecting with students • Communication with all interested parties • Personalized support • Mentor Training • Ideal Mentor
- 41. Michigan Virtual Learning Research Institute A Division of MVU • Connect with your students Best Practice: Connecting • Establish a trusting relationship
- 42. Michigan Virtual Learning Research Institute A Division of MVU • Excellent Communication: All stakeholders including online instructors, parents, guidance counselor, administration and students • Advocate and liaison Best Practice: Communication
- 43. Michigan Virtual Learning Research Institute A Division of MVU • Multi-Tiered Systems of Support • Collaboration with mentors, counselors and administration • Weekly mentor meetings in PLCs, Professional Learning Communities Best Practice: Personalized Support
- 44. Michigan Virtual Learning Research Institute A Division of MVU Best Practice: Mentor Training • Classroom environment and management • Organizational skills, data collection and maintaining accurate records • Technology skills and resources • Confidentiality (FERPA) and security • Ensuring academic integrity/LanSchool • Communication: Expectations, course policies, school policies, and pacing
- 45. Michigan Virtual Learning Research Institute A Division of MVU Best Practice: Ideal Mentor • Classroom experience at grade level • Classroom management skills • Excellent communication skills • Personal experience with online learning • Strong technology skills • Bachelor’s Degree preferred
- 46. Michigan Virtual Learning Research Institute A Division of MVU • Mentor Fundamentals: A Guide for Mentoring Online Learners (https://micourses.org/resources/pdf/toolkit/ mentor_guide_14.pdf) • Mentor Orientation Module (coming soon) • Parent Guide to Online Learning (http://media.mivu.org/institute/pdf/parentg uide.pdf) Mentor Resources
- 47. Michigan Virtual Learning Research Institute A Division of MVU • 21f Tool Kit resources https://micourses.org/resources/21f_Tool_Kit. html) • http://learntech.gmu.edu/ • http://www.mrshowesclass.com/ Mentor Resources
- 49. Michigan Virtual Learning Research Institute A Division of MVU Contact Dr. Jered Borup: jborup@gmu.edu Julie Howe: jhowe@trschools.org Rebecca Stimson: rstimson@mivu.org
- 50. Upcoming Webinar: Date & Time: Thursday, 1/15, 2pm Eastern Time Topic: Interim Research Findings on Schools Pursuing Personalized Learning Presenters: John Pane, RAND Education
- 51. Email: MVLRI@mivu.org Facebook: /mvlrinstitute Twitter: @MVLRI_MVU LinkedIn: michigan-virtual-learning-research-institute Contact us!