Abstract

A FIPSE-funded project was designed to provide support and training to community college faculty electronically, and to develop a model to offer innovative, interactive strategies to support their students' academic and career needs. The goal of the mentoring/coaching program has been to support instructors in their online efforts, provide resources and assistance to students, and create a community of learning for all. The examination of the process was framed and guided by the concept of social presence theory. Data collected included mentors' weekly logs, researcher-generated weekly prompts, and bi-monthly focus groups. All data were analyzed qualitatively using open and axial coding. Results indicate that creating social presence may depend, in part, on having an authentic, clearly defined role. Reflections throughout the process required continuous revisions to the plans.

Citation

Schrum, L., English, M.C. & Galizio, L.M. (2012). Project DAVES: An exploratory study of social presence, e-mentoring, and vocational counseling support in community college courses. Internet and Higher Education, 15(2), 96-101. Elsevier Ltd. Retrieved March 24, 2023 from https://www.learntechlib.org/p/110642/.

Keywords

• Career Counseling
• Classroom Environment
• Coaching (Performance)
• College Faculty
• College Instruction
• Community Colleges
• content analysis
• E-mentoring
• educational technology
• electronic learning
• faculty development
• Federal Programs
• focus groups
• Mentors
• Program Descriptions
• Program Effectiveness
• Social Environment
• social presence
• Teacher Role
• Vocational Counseling
• Web Based Instruction