Mentoring in an Online Environment: Expectations for a Doctoral Learner

Abstract:

The choice of continuing on for the Doctoral degree can be accompanied by fear and excitement. Being an online learner also has its set of expectancies. Can one be mentored in an online Doctoral program?  Here are some characteristics and some expectations that you should be able to identify.

The choice of going to school for a Doctoral degree is one of great deliberation. At times, that decision is accompanied by fear. The process of being an online learner has become more commonplace as time has progressed. No longer is it viewed as a “snubbed” option, but one that is considered more and more by those who want to increase their knowledge.  

Yes, we know that becoming a student in the Cyber world requires self discipline in addition to self determination. Even though these characteristics are necessary, socialization is also a part of this eccentric equation.  With that said, how do we go about securing a “mentor” when in a Doctoral program?

It is of importance that you determine what your basic needs are. Are you looking for an individual to co-sign on all of your recent accomplishments? Are you in need of an individual who will hold you accountable for your actions or lack thereof?

Whatever your reason, it is important that you first determine what you would like to see as the foundation of this relationship.  Online learning requires more. Yes, more on your part. Oppose to the traditional brick and mortar environment (when a class meets at a specific time), you now have the flexibility to work at your own pace; even though you still have established deadlines set in place by the university. 

In my book; “The Dissertation Process: A Step by Step Mentored Guide”,  (Barnett,2012). I speak about the need to have a self assessment early in the program. There will be a need to understand the requirements asked of you, in addition to those who will be working with you. Whether in an online or traditional educational setting, the requirements are no different when you decide to choose or get involved in a mentoring relationship. 

The role of the mentor is more demanding. The development of rapport, along with the instilment of trust in their online student population is their responsibility.

 Cohen (1995) mentions that there are four (4) phases of relationship between mentor and protégé. 

In the early phase, trust is earned by the mentor. The middle phase allows the establishment of rapport and goals which can be focused on. In the later phase, mentors provide guidance and feedback, and in the final phase, mentors challenge their protégés to apply what they have learned.

Because this relationship is Cyber based, mentors can be viewed as a “safe person” or a cyber “security blanket” for the student. This can be reinforced on the part of the mentor by responding to the students needs, requests, or posts within a specified period of time; (possibly within 24/48 hours) established by the university.

In accomplishing this task, a sense of consistency and possible familiarity is established.  To encourage the relationship, the mentor can reiterate their understanding of the remote learner’s challenges, which in turn aids to build additional social rapport.

Over the next phases (2, 3 and 4) the competencies of both the technical (online) aspect and academic content must be considered. The navigation of the online environment and tools must be understood. The mentor can provide guidance through aiding the mentee through the logistics of the programs used.

Using an online platform does not necessarily mean that no other form of contact cannot be used. A phone call can reinforce a certain area, and provide an additional support of socialization. From the mentees perspective, they too are responsible to participate in this relationship 100%. They must be alert and attentive to the needs and expectations of the course (which are usually outlined in the syllabus) and also the requirements to perform academically with excellence.

With much communication and participation, mentoring online for Doctoral learners can be a very rich and rewarding experience. 

Dr. Claudia Barnett is Training and Performance Improvement Technologist, Graduate Professor and a Doctoral Mentor. Author of: The Dissertation Process: A Step by Step Mentored Guide, she has aided numerous individuals who have successfully completed their PhD journey. You can visit her website: www.cgbassociates.com for additional information.

References

Barnett, C.G. (2012).The Dissertation Process: A Step by Step Mentored Guide. Create Space Publishing, Amazon Companies.

Cohen, N.H. (1995). Mentoring Adult Learners: A Guide for Educators and Trainers. Malabar, FL. Krieger Publishing Company.