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Abstract

Although students and faculty at a university level differ on what constitutes mentoring, communication is key. Students and their faculty instructors/advisors in university online programs were surveyed to discover if and how the perceived mentoring occurred. Students wanted evidence of a personal interest in them by their instructors/advisors. However, students equated mentorship with communication. Students were particularly interested in the amount of time delay between any question they asked and the response they received from their instructor/advisor. Faculty considered mentoring to be above and beyond mere advising or instructing in an online course or program. Faculty also perceived communication as vital; but mentorship communication was vital to the professional development of their students/advisees and not simply answers to course or graduation questions.

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In Copyright