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Is in-person mentoring still a must? Exploring online mentoring in graduate education through descriptive and variance analysis.

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Title: Is in-person mentoring still a must? Exploring online mentoring in graduate education through descriptive and variance analysis.
Authors: Teng, Changhong1 (AUTHOR), Ma, Xuanwei2 (AUTHOR) maxuanwei.6199@163.com
Source: Innovations in Education & Teaching International. Apr2026, Vol. 63 Issue 2, p418-433. 16p.
Subject Terms: *Graduate education, *Educational technology, *Academic support programs, Mentoring
Abstract: The rapid advancement of Information Communication Technology (ICT) has elevated online mentoring to a level comparable to face-to-face mentoring. However, understanding the current state of online mentoring, particularly its content, form, and effectiveness compared to face-to-face mentoring, remains underexplored. This study examines the current status of online mentoring and whether differences exist across populations or mentoring modes. Using quantitative methods and questionnaire data, key findings reveal that online mentoring prioritises academic concerns over emotional care. Despite the availability of video-based technologies, text-based communication remains predominant, though visual technologies enhance mentoring effectiveness. Differences in the frequency and content of online mentoring were found across gender, academic level, and discipline. However, no significant differences were observed in satisfaction or perceived effectiveness between online and face-to-face mentoring. These results suggest that while online mentoring is effective, occasional face-to-face interactions may provide more comprehensive support for graduate students. [ABSTRACT FROM AUTHOR]
Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Is in-person mentoring still a must? Exploring online mentoring in graduate education through descriptive and variance analysis.
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  Data: <searchLink fieldCode="AR" term="%22Teng%2C+Changhong%22">Teng, Changhong</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ma%2C+Xuanwei%22">Ma, Xuanwei</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> maxuanwei.6199@163.com</i>
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  Data: <searchLink fieldCode="JN" term="%22Innovations+in+Education+%26+Teaching+International%22">Innovations in Education & Teaching International</searchLink>. Apr2026, Vol. 63 Issue 2, p418-433. 16p.
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  Data: *<searchLink fieldCode="DE" term="%22Graduate+education%22">Graduate education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+support+programs%22">Academic support programs</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink>
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  Data: The rapid advancement of Information Communication Technology (ICT) has elevated online mentoring to a level comparable to face-to-face mentoring. However, understanding the current state of online mentoring, particularly its content, form, and effectiveness compared to face-to-face mentoring, remains underexplored. This study examines the current status of online mentoring and whether differences exist across populations or mentoring modes. Using quantitative methods and questionnaire data, key findings reveal that online mentoring prioritises academic concerns over emotional care. Despite the availability of video-based technologies, text-based communication remains predominant, though visual technologies enhance mentoring effectiveness. Differences in the frequency and content of online mentoring were found across gender, academic level, and discipline. However, no significant differences were observed in satisfaction or perceived effectiveness between online and face-to-face mentoring. These results suggest that while online mentoring is effective, occasional face-to-face interactions may provide more comprehensive support for graduate students. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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