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Telementoring: Analysis of on-line ...

Pierce, Richard J.

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Telementoring: Analysis of on-line communication in a mentoring project.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Telementoring: Analysis of on-line communication in a mentoring project./
作者:	Pierce, Richard J.
面頁冊數:	89 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 2052.
Contained By:	Dissertation Abstracts International64-06A.
標題:	Education, Secondary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3094642
ISBN:	9780496423422

Telementoring: Analysis of on-line communication in a mentoring project.
Pierce, Richard J.

Telementoring: Analysis of on-line communication in a mentoring project. - 89 p.

Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 2052.

Thesis (Ed.D.)--Texas A&M University - Commerce, 2003.

The proposed research focused upon the nature of on-line communications in a curriculum-based project that involved secondary students who electronically mailed mentor middle school students. On-line communications included character count, word count, and sentence count of electronic mail correspondence. One purpose of this study was to determine whether significant differences existed in the on-line communications of middle school students with regard to gender and grade level. Another purpose of this study was to determine whether significant differences existed between middle school and secondary school participants.

ISBN: 9780496423422Subjects--Topical Terms:

539262
Education, Secondary.

Telementoring: Analysis of on-line communication in a mentoring project.
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245 1 0 $a Telementoring: Analysis of on-line communication in a mentoring project.
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500 $a Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 2052.
500 $a Adviser: Robert Windham.
502 $a Thesis (Ed.D.)--Texas A&M University - Commerce, 2003.
520 $a The proposed research focused upon the nature of on-line communications in a curriculum-based project that involved secondary students who electronically mailed mentor middle school students. On-line communications included character count, word count, and sentence count of electronic mail correspondence. One purpose of this study was to determine whether significant differences existed in the on-line communications of middle school students with regard to gender and grade level. Another purpose of this study was to determine whether significant differences existed between middle school and secondary school participants.
520 $a The project commenced January 6, 2003, and continued for a 6-week period ending February 21, 2003. Secondary school students acted as mentors to middle school student proteges in a curriculum project that involved the use of Internet-based instruction. The experiment employed existing technology resources including the district's web server, electronic mail server, local area network, and wide-area network. Curriculum materials were obtained through the Internet. Analysis of variance was employed to test the hypotheses at alpha = 0.01.
520 $a Gender impacted the on-line communication of the middle school participants. The effect of gender on each aspect of on-line communication including messages exchanged, sentences constructed, words initiated, and characters typed was statistically significant. Within the electronic mail messages exchanged with their secondary school mentors, seventh-grade proteges constructed more sentences, typed more words, and utilized more characters in their on-line communication than eighth-grade proteges. The difference between seventh-grade and eighth-grade students with respect to the number of electronic mail messages exchanged with their secondary mentors was statistically significant. Secondary students, who acted as mentors, produced more electronic mail messages than the middle school protege. Within the mail messages exchanged between mentors and proteges, the secondary mentors exceeded the proteges in the number of characters, the number of words, and the number of sentences generated in their on-line communication. Responding to protege inquiries influenced the content, quantity, and the authoring modalities of the mentor students at the secondary campus.
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