Abstract:
Background: The steady decline in secondary students’ achievement and interest in science and mathematics is an area of concern for governments, industry, and the education sector. Increasing student engagement in science, technology, engineering, and mathematics (STEM) disciplines is a top priority if countries are to meet demands for STEM based expertise in the current and future workforce. Amongst strategies to address such concerns, peer mentoring programs have gained increased popularity. Peer mentoring can be a powerful tool to improve secondary students’ interest and engagement in STEM disciplines, building aspirations for further STEM study. Recent iterations of mentoring programs employ online communication tools to overcome geographical and time barriers to extend the benefits of mentoring to students with limited access to these learning opportunities.
Aim: Although previous research shows that peer mentoring can be an effective strategy, the processes that underpin positive outcomes for online participants remain largely underexplored. The main goal of this study is to investigate the development of online mentoring relationships between STEM university undergraduates and middle years secondary school students in regional areas, and to identify strategies to maximise the potential of STEM online mentoring.
Research Design: This study employs a mixed-methods research design to explore the development of mentor-mentee relationships in a 9-week online peer mentoring program designed to increase students’ attitudes and interest towards STEM disciplines. Mentors completed weekly post-session surveys on their perceptions of relationship quality and development, and use and effectiveness of mentoring strategies. Mentors were also asked to describe and reflect on session dynamics and mentee engagement. Data analysis was guided by a conceptual framework based on peer assisted learning theory and, in particular, social and cognitive congruence between near peers.
Findings and Conclusions: Mentors established effective learning partnerships using online communication tools, employing strategies based on social and cognitive congruence with mentees. However, mentors struggled to work within cognitive reach of their mentees, suggesting that further scaffolding and training needs to be provided for mentors to successfully adapt their explanations to suit mentees’ learning needs. Implications for online mentoring are discussed, including a model to facilitate university to school mentoring to increase students’ engagement in STEM disciplines. This study examines mentoring relationship quality indicators that can be applied to further research on STEM peer mentoring strategies.
Aim: Although previous research shows that peer mentoring can be an effective strategy, the processes that underpin positive outcomes for online participants remain largely underexplored. The main goal of this study is to investigate the development of online mentoring relationships between STEM university undergraduates and middle years secondary school students in regional areas, and to identify strategies to maximise the potential of STEM online mentoring.
Research Design: This study employs a mixed-methods research design to explore the development of mentor-mentee relationships in a 9-week online peer mentoring program designed to increase students’ attitudes and interest towards STEM disciplines. Mentors completed weekly post-session surveys on their perceptions of relationship quality and development, and use and effectiveness of mentoring strategies. Mentors were also asked to describe and reflect on session dynamics and mentee engagement. Data analysis was guided by a conceptual framework based on peer assisted learning theory and, in particular, social and cognitive congruence between near peers.
Findings and Conclusions: Mentors established effective learning partnerships using online communication tools, employing strategies based on social and cognitive congruence with mentees. However, mentors struggled to work within cognitive reach of their mentees, suggesting that further scaffolding and training needs to be provided for mentors to successfully adapt their explanations to suit mentees’ learning needs. Implications for online mentoring are discussed, including a model to facilitate university to school mentoring to increase students’ engagement in STEM disciplines. This study examines mentoring relationship quality indicators that can be applied to further research on STEM peer mentoring strategies.