Evaluating the Impact of an Online Course for Technology Mentors in Reverse Mentoring
Saved in:
| Title: | Evaluating the Impact of an Online Course for Technology Mentors in Reverse Mentoring |
|---|---|
| Language: | English |
| Authors: | Yasemin Demiraslan Çevik (ORCID |
| Source: | Journal of Learning and Teaching in Digital Age. 2025 10(2):244-259. |
| Availability: | Journal of Learning and Teaching in Digital Age. Gazi University, Gazi Faculty of Education, Department of Computer and Instructional Technologies Teaching, Bosna Building Room 430, Yenimahalle, Ankara, Turkey 06500. e-mail: joltida.info@gmail.com; Web site: https://dergipark.org.tr/en/pub/joltida |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Technology Uses in Education, Educational Technology, Online Courses, Higher Education, Mentors, College Faculty, Technological Literacy, College Students, Video Technology, Student Role, Program Effectiveness, Teacher Attitudes, Training |
| ISSN: | 2458-8350 |
| Abstract: | For the effective use of technology in higher education, it is important to develop the technological skills of all faculty members. The Teaching and Learning Center of a state university has implemented a Technology Mentoring Program (TMP) to enhance faculty members' technological competencies and support them in using technology effectively in their courses. Although faculty participants' feedback on the TMP has been positive in the past, it was observed that students applying to be mentors in the program required additional preparation. Therefore, a Technology Mentoring Training (TMT) program was developed to address this need. This study investigated the effectiveness of TMT, a video-based online training program designed for students aspiring to become mentors in the TMP. A mixed-methods research design, incorporating both quantitative and qualitative approaches, was employed. The study group consisted of 43 students enrolled in the Technology Planning and Applications course in the Department of Computer Education and Instructional Technology. Data were collected using pre-tests, post-tests, and semi-structured interview forms. The results revealed that the TMT had a statistically significant positive impact on students' mentoring skills. Additionally, mentors reported that the TMT contributed meaningfully to their development, enhancing their effectiveness throughout the mentoring process. According to feedback from mentees, the mentors demonstrated strong mentoring competencies, particularly in communication, enthusiasm, organization, and planning. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1477593 |
| Database: | ERIC |
| Abstract: | For the effective use of technology in higher education, it is important to develop the technological skills of all faculty members. The Teaching and Learning Center of a state university has implemented a Technology Mentoring Program (TMP) to enhance faculty members' technological competencies and support them in using technology effectively in their courses. Although faculty participants' feedback on the TMP has been positive in the past, it was observed that students applying to be mentors in the program required additional preparation. Therefore, a Technology Mentoring Training (TMT) program was developed to address this need. This study investigated the effectiveness of TMT, a video-based online training program designed for students aspiring to become mentors in the TMP. A mixed-methods research design, incorporating both quantitative and qualitative approaches, was employed. The study group consisted of 43 students enrolled in the Technology Planning and Applications course in the Department of Computer Education and Instructional Technology. Data were collected using pre-tests, post-tests, and semi-structured interview forms. The results revealed that the TMT had a statistically significant positive impact on students' mentoring skills. Additionally, mentors reported that the TMT contributed meaningfully to their development, enhancing their effectiveness throughout the mentoring process. According to feedback from mentees, the mentors demonstrated strong mentoring competencies, particularly in communication, enthusiasm, organization, and planning. |
|---|---|
| ISSN: | 2458-8350 |
