Document Type
Article
Publication Date
2-2014
Originally Published In
Mentoring and Tutoring: Partnership in Learning.
Volume Number
22
Issue Number
1
Page Numbers
20-37
Abstract
In this study, we sought to confirm the theoretical framework underlying an Online Graduate Mentoring Scale by establishing the scale’s factorial validity and reliability. Analysis of data received from doctoral students and alumni/ae of the College of Education of one large, online, accredited university reduced the initial theoretical framework from seven to six attributes, and resulted in a revision of the scale. Further research is needed to test the theoretical framework with other relevant populations and to refine the scale itself by reducing skewness and attaining item balance
Included in
Higher Education and Teaching Commons, Online and Distance Education Commons, Scholarship of Teaching and Learning Commons, Secondary Education Commons
