The Effect of an Internet-Based Mentoring Program on the Transactional Distance and Interaction Between Mentors and Proteges

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Lenear, Phoebe Elaine

Contributors dc:contributor

• Johnson, Scott D.

• Education, Technology of

Language dc:language

eng

Identifier

(MiAaPQ)AAI3223648

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/79911