A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2017; you can also visit <a rel="external noopener" href="http://libres.uncg.edu/ir/uncg/f/W_Kealy_Guest_2003.pdf">the original URL</a>. The file type is <code>application/pdf</code>.
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<a target="_blank" rel="noopener" href="https://fatcat.wiki/container/k3tmbsajlfhwpmki4sa56a543a" style="color: black;">Mentoring & Tutoring</a>
With the ever-increasing role of technology as an innovative force in society, we have witnessed major changes in the types of education being developed and in how learning and instruction is conceptualised. Consider, for example, the dramatic rise in the number of Internet-based courses offered in higher education as well as the evolving role of the teacher as creator of learning environments. Accordingly, considering the possibilities and limitations of mentoring in this new and dynamic<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1080/1361126032000054763">doi:10.1080/1361126032000054763</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/7zboowh5vngrzkhsxuivi5ufem">fatcat:7zboowh5vngrzkhsxuivi5ufem</a> </span>
more »... logical context is both timely and relevant. It is the nexus between mentorship and technology that is the subject of this first special issue of Mentoring & Tutoring. Technology-driven initiatives and electronically delivered programmes are revolutionising how we work and learn. Developments in telecommunications, in particular, have led to an explosion in 'online' instruction. Similarly, the technology revolution compels us to raise questions regarding mentoring. Do the wonders of electronic mail, synchronous or 'live' online discussions, and the Internet offer capabilities that can enhance the mentorship experience? If so, in what ways might mentoring either change or remain the same? Is it even possible to speak of mentoring at a distance? Ultimately, these questions force us to ask ourselves what it is to be a mentor. Within the current issue of Mentoring & Tutoring, individuals and groups from the United States, the United Kingdom, and Australia explore the nexus between mentorship and technology and its significance for mentors and protégés alike. Collectively, these '3 authors share a number of initiatives that incorporate technology as a means for implementing, extending, and enhancing mentoring activities. At the same time, the writers reflect and report on the expected and unanticipated results their initiatives have had in redefining the concept of mentoring. Their stories on the emerging influence of technology on mentoring theory and practice form a mosaic of organisational contexts that span a variety of populations, contexts, institutions, and countries. Through qualitative and quantitative methods of research, as well as historical and scholarly perspectives, visions of electronically delivered mentorship have been articulated herein to provide material for our interest and insight.
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