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Abstract
This article presents a reciprocal model of mentoring as an alternative approach to more traditional mentoring models. A mentor, experienced with online course delivery and pedagogy, worked with six online instructors over two academic terms within a reciprocal mentorship model. This model was designed to build a collaborative learning relationship which would benefit each partner. The mentoring was scheduled on a just‐in‐time basis in response to each online instructor’s needs. Study results show that the time commitments required to accomplish the goals of the mentoring project were challenging for participants; that post‐secondary institutions have a responsibility to provide multiple supports (including, for example, mentoring assistance) for faculty members teaching online; and that developing a structured mentoring program could facilitate a more effective reciprocal mentoring process, with benefits for both mentors and mentees.
Acknowledgements
This study, Online teaching and learning: Determining effective practice, was supported by a grant from the Social Sciences and Humanities Research Council of Canada (Grant 501‐2001‐0123).
We thank Miles Turnbull and Ray Doiron for their useful criticism of an early draft of this article. In addition, we thank the Editor and reviewers of Mentoring & Tutoring for their ideas and suggestions.