Online Dissertation Chairs’ Perceptions: Reflective Mentoring Practices and Changing Student Cross Cultural and Generational Worldviews

ID: 49512 Type: Best Practices Session
  1. Barbara Fedock, University of Phoenix, United States

Thursday, June 30 2:45 PM-3:05 PM

No presider for this session.

If online instructors minimize the integration of reflective mentoring and relationship building, the likelihood of online student disengagement may increase. Though researchers conducted empirical studies focused on online facilitation and learners, few conducted studies on online instructors’ perceptions of reflective mentoring practices related to the changing needs of online generational learners. Dissertation chairs’ perceptions of challenges, barriers, and issues of online chairs’ reflective practices and engagement with online Generation Z and V students significantly add to the need for an examination of the change process needed to prepare online dissertation chairs for future generations of dissertation writers. Online dissertation students demonstrate higher motivation and engagement levels when online mentors reflect on changing practices and search for new models to empower students.

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