{"id":{"repo_id":"duquesne","oai_identifier":"oai:dsc.duq.edu:etd-1425"},"canonical_url":"https://search.dev.ndltd.org/etd/duquesne/oai:dsc.duq.edu:etd-1425","repository":{"repo_id":"duquesne","name":"Duquesne","base_url":"https://dsc.duq.edu/do/oai/"},"display":{"title":"Telementoring And Computer Mediated Discussions: A Description Of Online Instructors' Support","abstract":"The purpose of this study was to evaluate online instructors' characteristics and preferences concerning telementors' characteristics and role during a computer mediated discussion. In addition, this work looked for relationships between online instructors' characteristics in correlation to their support for the utilization of telementoring. Two thousand online instructors from a convenience sample received a request to participate email that contained a link to an anonymous contingency survey. Of those contacted, 323 instructors responded to the survey. Online instructors responded to questions about their characteristics, level of support for telementoring, and perceptions on a telementor's characteristics and roles. Spearman rho tests for each variable were significant when certain variables were correlated with instructors previously assisted by a telementor. Results indicated that online instructors did not support the use of telementoring by the highest percentage. However, instructors who had been assisted by a telementor depicted support for telementoring. Of the telementors' characteristics and roles, online instructors who had been assisted by a telementor identified telementor training, interacting with students, providing technical support, and scholarly support as important characteristics and roles that a telementor should have.","abstract_html":"The purpose of this study was to evaluate online instructors' characteristics and preferences concerning telementors' characteristics and role during a computer mediated discussion. In addition, this work looked for relationships between online instructors' characteristics in correlation to their support for the utilization of telementoring. Two thousand online instructors from a convenience sample received a request to participate email that contained a link to an anonymous contingency survey. Of those contacted, 323 instructors responded to the survey. Online instructors responded to questions about their characteristics, level of support for telementoring, and perceptions on a telementor's characteristics and roles. Spearman rho tests for each variable were significant when certain variables were correlated with instructors previously assisted by a telementor. Results indicated that online instructors did not support the use of telementoring by the highest percentage. However, instructors who had been assisted by a telementor depicted support for telementoring. Of the telementors' characteristics and roles, online instructors who had been assisted by a telementor identified telementor training, interacting with students, providing technical support, and scholarly support as important characteristics and roles that a telementor should have.","abstract_has_math":false,"creators":["Cicciarelli, Mary Sue"],"institution":null,"degree_name":"EdD","degree_level":"Immediate Access","degree_discipline":"Instructional Technology (EdDIT)","degree_department":null,"school":null,"contributors":["Gibbs Y. Kanyongo","Diane Zosky","Misook Heo"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006-01-01T08:00:00Z","date_published":"2006-01-01T08:00:00Z","updated_at":"2026-07-24T02:09:27Z","subjects":["Computer Mediated Conference","Computer Mediated Discussion","Online Course","Online Instructor","Online Student","Telementor"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/412","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Gibbs Y. 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In addition, this work looked for relationships between online instructors' characteristics in correlation to their support for the utilization of telementoring. Two thousand online instructors from a convenience sample received a request to participate email that contained a link to an anonymous contingency survey. Of those contacted, 323 instructors responded to the survey. Online instructors responded to questions about their characteristics, level of support for telementoring, and perceptions on a telementor's characteristics and roles. Spearman rho tests for each variable were significant when certain variables were correlated with instructors previously assisted by a telementor. Results indicated that online instructors did not support the use of telementoring by the highest percentage. However, instructors who had been assisted by a telementor depicted support for telementoring. Of the telementors' characteristics and roles, online instructors who had been assisted by a telementor identified telementor training, interacting with students, providing technical support, and scholarly support as important characteristics and roles that a telementor should have."]},{"key":"dc:title","label":"Title","values":["Telementoring And Computer Mediated Discussions: A Description Of Online Instructors' Support"]}]}],"canonical_facts":{"dc:contributor":["Gibbs Y. Kanyongo","Diane Zosky","Misook Heo"],"dc:creator":["Cicciarelli, Mary Sue"],"dc:date.available":["2018-08-03T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to evaluate online instructors' characteristics and preferences concerning telementors' characteristics and role during a computer mediated discussion. In addition, this work looked for relationships between online instructors' characteristics in correlation to their support for the utilization of telementoring. Two thousand online instructors from a convenience sample received a request to participate email that contained a link to an anonymous contingency survey. Of those contacted, 323 instructors responded to the survey. Online instructors responded to questions about their characteristics, level of support for telementoring, and perceptions on a telementor's characteristics and roles. Spearman rho tests for each variable were significant when certain variables were correlated with instructors previously assisted by a telementor. Results indicated that online instructors did not support the use of telementoring by the highest percentage. However, instructors who had been assisted by a telementor depicted support for telementoring. Of the telementors' characteristics and roles, online instructors who had been assisted by a telementor identified telementor training, interacting with students, providing technical support, and scholarly support as important characteristics and roles that a telementor should have."],"dc:identifier":["https://dsc.duq.edu/etd/412"],"dc:language":["English"],"dc:subject":["Computer Mediated Conference","Computer Mediated Discussion","Online Course","Online Instructor","Online Student","Telementor"],"dc:title":["Telementoring And Computer Mediated Discussions: A Description Of Online Instructors' Support"],"thesis:degree_discipline":["Instructional Technology (EdDIT)"],"thesis:degree_level":["Immediate Access"],"thesis:degree_name":["EdD"]},"updated_at":"2026-07-24T02:09:27Z"}