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An evaluation of face-to-face mentor...

Buckingham, Gregg A.

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An evaluation of face-to-face mentoring vs. electronic mentoring.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	An evaluation of face-to-face mentoring vs. electronic mentoring./
作者:	Buckingham, Gregg A.
面頁冊數:	126 p.
附註:	Major Professor: Thomas Kubala.
Contained By:	Dissertation Abstracts International63-02A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3042946
ISBN:	0493568034

An evaluation of face-to-face mentoring vs. electronic mentoring.
Buckingham, Gregg A.

An evaluation of face-to-face mentoring vs. electronic mentoring. - 126 p.

Major Professor: Thomas Kubala.

Thesis (Ed.D.)--University of Central Florida, 2002.

The purpose of this study was to investigate the impact of a variety of mentoring methods on students' attitudes toward science, academic performance and retention of classroom science material. Subjects for the research were seventy-one biology students at Brevard Community College located in Cocoa, Florida. Two NASA mentors provided real world applications of academic concepts being learned in an introductory biology class. The mentors worked with one class via videoconferencing and with another class in a face-to-face mode. A third class served as a control group. The study took place in the fall, 2001. Results indicated students' attitudes toward science changed over time, with the mentored classes having the higher interest scores on four of five interest subscales. The electronically mentored class had the highest mean on three of the five interest subscales. Student performance was also positively affected in the mentored classes. No significant increased retention of assigned science material was found.

ISBN: 0493568034Subjects--Topical Terms:

1018008
Education, Community College.

An evaluation of face-to-face mentoring vs. electronic mentoring.
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520 $a The purpose of this study was to investigate the impact of a variety of mentoring methods on students' attitudes toward science, academic performance and retention of classroom science material. Subjects for the research were seventy-one biology students at Brevard Community College located in Cocoa, Florida. Two NASA mentors provided real world applications of academic concepts being learned in an introductory biology class. The mentors worked with one class via videoconferencing and with another class in a face-to-face mode. A third class served as a control group. The study took place in the fall, 2001. Results indicated students' attitudes toward science changed over time, with the mentored classes having the higher interest scores on four of five interest subscales. The electronically mentored class had the highest mean on three of the five interest subscales. Student performance was also positively affected in the mentored classes. No significant increased retention of assigned science material was found.
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