{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79911"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79911","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The Effect of an Internet-Based Mentoring Program on the Transactional Distance and Interaction Between Mentors and Proteges","abstract":"Little research has been conducted on electronic mentoring, and more specifically Internet-based mentoring. Several traditional mentoring models exist; however, due to the novelty of the research area, no theoretical e-mentoring models appear in the literature. Using Moore's Theory of Transactional Distance as the theoretical framework, this research compared mentor-protege interaction, transactional distance (feelings of closeness), structure, satisfaction, and support in Internet-based asynchronous and synchronous mentoring settings. Mann-Whitney U-test results indicated that there were no significant differences in these constructs in either e-mentoring environment. This study also tested a Model for e-Mentoring Relationships to determine the interrelationships of interaction, structure, support, satisfaction, and closeness. Pearson product-moment correlation coefficients data revealed that the relationship between closeness and the other constructs was stronger in the synchronous e-mentoring environment and in the Mentor Initiation Model, suggesting that perceptions of closeness may be linked to the synchronous environment and the level of mentor participation.","abstract_html":"Little research has been conducted on electronic mentoring, and more specifically Internet-based mentoring. Several traditional mentoring models exist; however, due to the novelty of the research area, no theoretical e-mentoring models appear in the literature. Using Moore's Theory of Transactional Distance as the theoretical framework, this research compared mentor-protege interaction, transactional distance (feelings of closeness), structure, satisfaction, and support in Internet-based asynchronous and synchronous mentoring settings. Mann-Whitney U-test results indicated that there were no significant differences in these constructs in either e-mentoring environment. This study also tested a Model for e-Mentoring Relationships to determine the interrelationships of interaction, structure, support, satisfaction, and closeness. Pearson product-moment correlation coefficients data revealed that the relationship between closeness and the other constructs was stronger in the synchronous e-mentoring environment and in the Mentor Initiation Model, suggesting that perceptions of closeness may be linked to the synchronous environment and the level of mentor participation.","abstract_has_math":false,"creators":["Lenear, Phoebe Elaine"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Johnson, Scott D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:54:28Z","date_published":"2015-09-25T19:54:28Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Education, Technology of"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3223648"],"render_values":[{"text":"(MiAaPQ)AAI3223648","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/79911","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Johnson, Scott D."]},{"key":"dc:creator","label":"Author","values":["Lenear, Phoebe Elaine"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:54:28Z","10000-01-01","2006"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Technology of"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/79911","(MiAaPQ)AAI3223648"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Little research has been conducted on electronic mentoring, and more specifically Internet-based mentoring. Several traditional mentoring models exist; however, due to the novelty of the research area, no theoretical e-mentoring models appear in the literature. Using Moore's Theory of Transactional Distance as the theoretical framework, this research compared mentor-protege interaction, transactional distance (feelings of closeness), structure, satisfaction, and support in Internet-based asynchronous and synchronous mentoring settings. Mann-Whitney U-test results indicated that there were no significant differences in these constructs in either e-mentoring environment. This study also tested a Model for e-Mentoring Relationships to determine the interrelationships of interaction, structure, support, satisfaction, and closeness. Pearson product-moment correlation coefficients data revealed that the relationship between closeness and the other constructs was stronger in the synchronous e-mentoring environment and in the Mentor Initiation Model, suggesting that perceptions of closeness may be linked to the synchronous environment and the level of mentor participation.","Made available in DSpace on 2015-09-25T19:54:28Z (GMT). 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Several traditional mentoring models exist; however, due to the novelty of the research area, no theoretical e-mentoring models appear in the literature. Using Moore's Theory of Transactional Distance as the theoretical framework, this research compared mentor-protege interaction, transactional distance (feelings of closeness), structure, satisfaction, and support in Internet-based asynchronous and synchronous mentoring settings. Mann-Whitney U-test results indicated that there were no significant differences in these constructs in either e-mentoring environment. This study also tested a Model for e-Mentoring Relationships to determine the interrelationships of interaction, structure, support, satisfaction, and closeness. Pearson product-moment correlation coefficients data revealed that the relationship between closeness and the other constructs was stronger in the synchronous e-mentoring environment and in the Mentor Initiation Model, suggesting that perceptions of closeness may be linked to the synchronous environment and the level of mentor participation.","Made available in DSpace on 2015-09-25T19:54:28Z (GMT). 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