Mentoring Relationship Paper
This chapter discusses how cloud technologies provide tools to help build the mentoring relationships that are needed for doctoral students to become scholars in their own right. I draw on observed examples and experiences to discuss a model of cognitive apprenticeship as first described by Collins, Brown, and Newman (1986) and Collins, Brown, and Holum, (1991). This model is helpful for understanding the required relationships and commitments in online doctoral learning, especially between mentors and doctoral students. When these relationships are formed early in the process of dissertation research, progress in the degree program can be encouraged, and is more likely to culminate in timely completion (Kumar, Johnson, & Hardemon, 2013). As
…show more content…
For individual students, the challenges include a geographically dispersed community of learners and a mentor who is accessible only from a distance. Learning at a distance can be a lonely and isolating experience (Erichsen & Bolliger, 2011), especially for doctoral students who may become disengaged when the demands of careers and families keep them from interacting regularly in a community of scholars. Doctoral learners in online programs also work with dissertation chairs and committee members whom they may have never met in person. With no regularly scheduled seminars or classes, both student and mentor need to find other ways to engage proactively for progress to occur. The idea of cognitive apprenticeship provides a useful framework with which to discuss cloud technology tools that facilitate the mentoring of doctoral students in an online program.
Elements of cognitive apprenticeship are modeling, coaching, scaffolding, articulation, reflection, and exploring (transfer of learning) (Austin, 2009). Embedded within these methods of cognitive apprenticeship are also the building of trusting relationships and the importance of writing feedback. The benefits of cognitive apprenticeship necessarily extend beyond graduation for new scholars. Ideally, they will be able to conduct research without the close mentoring that was provided during the dissertation
For individual students, the challenges include a geographically dispersed community of learners and a mentor who is accessible only from a distance. Learning at a distance can be a lonely and isolating experience (Erichsen & Bolliger, 2011), especially for doctoral students who may become disengaged when the demands of careers and families keep them from interacting regularly in a community of scholars. Doctoral learners in online programs also work with dissertation chairs and committee members whom they may have never met in person. With no regularly scheduled seminars or classes, both student and mentor need to find other ways to engage proactively for progress to occur. The idea of cognitive apprenticeship provides a useful framework with which to discuss cloud technology tools that facilitate the mentoring of doctoral students in an online program.
Elements of cognitive apprenticeship are modeling, coaching, scaffolding, articulation, reflection, and exploring (transfer of learning) (Austin, 2009). Embedded within these methods of cognitive apprenticeship are also the building of trusting relationships and the importance of writing feedback. The benefits of cognitive apprenticeship necessarily extend beyond graduation for new scholars. Ideally, they will be able to conduct research without the close mentoring that was provided during the dissertation