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Cybermentoring: Evolving High-End Video Conferencing Practices to Support Preservice Teacher Training
ARTICLE

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Journal of Interactive Online Learning Volume 5, Number 1 ISSN 1541-4914

Abstract

This article is a descriptive study of an evolving cybermentoring videoconferencing practice and tool developed to support preservice teacher training. Cybermentoring projects are synchronous distance learning collaborations using high-end video conferencing to foster interactive learning and tutoring among preservice teachers and K-12 students, all of whom are mentored by classroom teachers and university faculty. Cybermentoring for preservice teachers is situated within the theoretical frameworks of constructivism and "co-teaching." A list of projects and two streaming videos illustrating these projects facilitated by our state's cyberinfrastructure are provided. In addition, a case study of one cybermentoring project is presented in terms of its procedures, participants, and participant reflections. The benefits and challenges of cybermentoring are discussed before five suggestions [technology training, strengthening the assessment skills of the cybermentors, improved assessment of tutee learning, use of focus groups, and recommended use of high quality desktop videoconferencing] for improving cybermentoring projects are offered.

Citation

Johnson, T.E., Maring, G.H., Doty, J.H. & Fickle, M. Cybermentoring: Evolving High-End Video Conferencing Practices to Support Preservice Teacher Training. Journal of Interactive Online Learning, 5(1), 59-74. Retrieved October 15, 2019 from .

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