Using Mobile Communication Technology in Student Mentoring

2009 ◽  
pp. 1351-1358
Author(s):  
Jonna Häkkilä ◽  
Jenine Beekhuyzen
Keyword(s):  
Information Technology ◽  
Mobile Phones ◽  
Information Exchange ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Message Service ◽  
Computing Skills ◽  
Traditional Mentoring ◽  
Global Information Society ◽  
It Education

Information technology (IT), computer science, and other related disciplines have become signifi- cant both in society and within the field of education. Resulting from the last decades’ considerable developments towards a global information society, the demand for a qualified IT workforce has increased. The integration of information technology into the different sectors of every day life is increasing the need for large numbers of IT professionals. Additionally, the need for nearly all workers to have general computing skills suggests possibilities for an individual to face inequality or suffer from displacement in modern society if they lack these skills, further contributing to the digital divide. Thus, the importance of IT education has a greater importance than ever for the whole of society. Despite the advances and mass adoption of new technologies, IT and computing education continually suffers from low participant numbers, and high dropout and transfer rates. This problem has been somewhat addressed by introducing mentoring programs (von Hellens, Nielsen, Doyle, & Greenhill, 1999) where a student is given a support person, a mentor, who has a similar education background but has graduated and is employed in industry. Although the majority of these programs have been considered successful, it is important to note that it is difficult to easily measure success in this context. In this article, we introduce a novel approach to mentoring which was adopted as part of an ongoing, traditional-type mentoring program in a large Australian university. The approach involved introducing modern communications technology, specifically mobile phones having an integrated camera and the capability to make use of multimedia messaging services (MMS). As mobile phones have become an integrated part of our everyday life (with high adoption rates) and are an especially common media of communication among young people, it was expected that the use of the phones could be easily employed to the mentoring program (phones were provided for the participants). Short message service (SMS), for example text messaging, has become a frequently used communication channel (Grinter & Eldridge 2003). In addition to text, photo sharing has also quickly taken off with MMS capable mobile phones becoming more widespread. The ability to exchange photos increases the feeling of presence (Counts & Fellheimer, 2004), and the possibility to send multimedia messages with mobile phones has created a new form of interactive storytelling (Kurvinen, 2003). Cole and Stanton (2003) found the pictorial information exchange as a potential tool for children’s collaboration during their activities in story telling, adventure gaming and for field trip tasks. Encouraged by these experiences, we introduced mobile mentoring as part of a traditional mentoring program, and present the experiences. It is hoped that these experiences can affirm the legitimacy of phone mentoring as a credible approach to mentoring. The positive and negative experiences presented in this article can help to shape the development of future phone mentoring programs.

Using Mobile Communication Technology in Student Mentoring

2006 ◽  
pp. 680-685
Author(s):  
Jonna Häkkilä ◽  
Jenine Beekhuyzen
Keyword(s):  
Information Technology ◽  
Mobile Phones ◽  
Information Exchange ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Message Service ◽  
Computing Skills ◽  
Traditional Mentoring ◽  
Global Information Society ◽  
It Education

Information technology (IT), computer science, and other related disciplines have become significant both in society and within the field of education. Resulting from the last decades’ considerable developments towards a global information society, the demand for a qualified IT workforce has increased. The integration of information technology into the different sectors of every day life is increasing the need for large numbers of IT professionals. Additionally, the need for nearly all workers to have general computing skills suggests possibilities for an individual to face inequality or suffer from displacement in modern society if they lack these skills, further contributing to the digital divide. Thus, the importance of IT education has a greater importance than ever for the whole of society. Despite the advances and mass adoption of new technologies, IT and computing education continually suffers from low participant numbers, and high dropout and transfer rates. This problem has been somewhat addressed by introducing mentoring programs (von Hellens, Nielsen, Doyle, & Greenhill, 1999) where a student is given a support person, a mentor, who has a similar education background but has graduated and is employed in industry. Although the majority of these programs have been considered successful, it is important to note that it is difficult to easily measure success in this context. In this article, we introduce a novel approach to mentoring which was adopted as part of an ongoing, traditional-type mentoring program in a large Australian university. The approach involved introducing modern communications technology, specifically mobile phones having an integrated camera and the capability to make use of multimedia messaging services (MMS). As mobile phones have become an integrated part of our everyday life (with high adoption rates) and are an especially common media of communication among young people, it was expected that the use of the phones could be easily employed to the mentoring program (phones were provided for the participants). Short message service (SMS), for example text messaging, has become a frequently used communication channel (Grinter & Eldridge 2003). In addition to text, photo sharing has also quickly taken off with MMS capable mobile phones becoming more widespread. The ability to exchange photos increases the feeling of presence (Counts & Fellheimer, 2004), and the possibility to send multimedia messages with mobile phones has created a new form of interactive storytelling (Kurvinen, 2003). Cole and Stanton (2003) found the pictorial information exchange as a potential tool for children’s collaboration during their activities in story telling, adventure gaming and for field trip tasks. Encouraged by these experiences, we introduced mobile mentoring as part of a traditional mentoring program, and present the experiences. It is hoped that these experiences can affirm the legitimacy of phone mentoring as a credible approach to mentoring. The positive and negative experiences presented in this article can help to shape the development of future phone mentoring programs.

scholarly journals Can e-mentoring take the "gender" out of mentoring?

2013 ◽  
Vol 7 (2) ◽  
Author(s):  
Brittany V. Rockwell ◽  
Joanne D. Leck ◽  
Catherine J. Elliott
Keyword(s):  
Mentoring Programs ◽  
Future Research ◽  
Mentoring Program ◽  
Leadership Roles ◽  
Mentoring Relationship ◽  
Organizational Advancement ◽  
Gender Biases ◽  
Traditional Mentoring ◽  
Personal Level ◽  
Formal Mentoring Programs

Mentoring has been identified as a key strategy for career development and organizational advancement, and has been argued to be indispensable for women to succeed. E-mentoring has increased in popularity as a means of reducing some of the challenges associated with being mentored by men. Numerous studies conducted on formal mentoring programs have concluded that there are serious implications to consider in traditional cross-gendered mentoring schemes. A sample of six mentees and seven mentors (three female and four male) were interviewed after a year-long e-mentoring program was created to promote women to leadership roles within the Information Technology (IT) sector. The paper explores whether gender-biases encountered in traditional mentoring schemes are transcended when using an e-mentoring platform. Results from this qualitative study suggest that mentor gender still impacts the mentoring relationship even in a virtual environment. The study’s findings indicated male mentors tended to be more methodological in solving problems with their mentees, unlike female mentors who took a more indirect approach. Further, female mentors improved their mentee’s confidence through encouragement and relating to their mentee on a more personal level, a practice often avoided by their male counterparts. A summary of these findings is provided below, followed by a detailed discussion of the results and a section offering possible future research avenues to explore.

scholarly journals Experiences and Needs of Multicultural Youth and Their Mentors, and Implications for Digital Mentoring Platforms: Qualitative Exploratory Study

10.2196/15500 ◽  
2020 ◽  
Vol 4 (2) ◽  
pp. e15500 ◽  
Author(s):  
Rebecca Lynn Radlick ◽  
Jelena Mirkovic ◽  
Sarah Przedpelska ◽  
Elanor Halvorsen Brendmo ◽  
Deede Gammon
Keyword(s):  
Youth Development ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Electronic Mentoring ◽  
Mentor Relationships ◽  
Education And Health ◽  
Semistructured Interviews ◽  
Traditional Mentoring ◽  
Adult Mentors ◽  
And Control

Background Mentoring programs (ie, programs that connect youths with adult volunteers) have been shown to improve outcomes across the behavioral, social, and academic domains of youth development. As in other European countries, mentoring programs have few traditions in Norway, where interventions for multicultural youths are usually profession driven and publicly funded. Faced with the risk of disparities in education and health, there is a need to better understand this group’s experiences and requirements relative to mentoring. This would also serve as a basis for designing and implementing digital support. Objective The objective of this study was to gain insight into multicultural youth mentees’ and adult mentors’ experiences and needs in the context of an ongoing mentoring program, how digital support (electronic mentoring) might address these needs, and how such support could be designed and implemented. Methods The study used a qualitative approach, with data from 28 respondents (21 mentees and 7 mentors). In total, 4 workshops with mentees as well as semistructured interviews with mentees and mentors were conducted. The sessions were audio recorded, transcribed, and analyzed thematically. Results In total, 3 main themes were identified from the experiences and needs reported by the mentees and mentors. These included a need for connection, help in achieving goals, and the need for security and control. Subthemes encompassed a desire to socialize with others, balancing the nature of the relationship, paying it forward, building trust, sharing insights and information with peers, goal-oriented mentees and mentors wanting to assist with goal achievement, and the fundamental need for privacy and anonymity in the digital platform. Conclusions The findings of this study are supported by the literature on traditional mentoring, while also offering suggestions for the design of digital solutions to supplement the in-person mentoring of multicultural youth. Suggestions include digital support for managing the mentee-mentor relationships, fostering social capital, and ways of ensuring security and control. Features of existing electronic health apps can be readily adapted to a mentoring program context, potentially boosting the reach and benefits of mentoring.

scholarly journals Penerapan Kriptografi Pada Teks Pesan dengan Menggunakan Metode Vigenere Cipher Berbasis Android

2018 ◽  
Vol 4 (3) ◽  
pp. 110
Author(s):  
Angga Aditya Permana
Keyword(s):  
Long Range ◽  
Mobile Phones ◽  
Information Exchange ◽  
Short Message Service ◽  
Technology Development ◽  
Text Message ◽  
Secret Message ◽  
Short Message ◽  
Text Encoding ◽  
Message Service

<p><em>Abstrak</em> - <strong>Perkembangan teknologi khususnya dalam bidang komunikasi antar manusia sudah sangat mudah dilakukan dengan telepon genggam dan fiturnya sangat bervariasi. Pertukaran informasi jarak jauh ini menuntut keamanan terhadap kerahasiaan informasi yang dipertukarkan. Oleh karena itu, metode kriptografi dilakukan untuk mengamankan informasi tersebut. Salah satu metode kriptografi untuk penyandian teks adalah metode Vigenere Cipher. Penelitian ini bertujuan untuk membangun aplikasi kriptografi teks pesan pada smartphone berbasis android dengan metode Vigenere Cipher. Metode ini mengenkripsi teks pesan menjadi pesan rahasia yang kemudian hasilnya diteruskan sebagai teks pesan ke aplikasi pengiriman pesan seperti aplikasi SMS (Short Message Service), Whatsapp, Line, dan sejenisnya untuk selanjutnya didekripsi. Penelitian ini menghasilkan aplikasi berbasis android yang dapat mengirimkan teks pesan terenkripsi menggunakan metode Vigenere Cipher untuk memberikan keamanan lebih pada proses pertukaran informasi.</strong></p><p><em><strong>Kata Kunci</strong> – Cryptography, Vigenere Cipher, Android.</em></p><p><em>Abstract</em> – <strong>Mobile phones and its various features allow humans to communicate in this technology development era. The information secrecy especially during long range information exchange is very noteworthy. So that, those information can be protected by cryptography method. Vigenere Cipher is one of cryptography method for text encoding. The aim of this study is to construct application of text message cryptography on android Smartphone using Vigenere Cipher method. This method encrypted text message into secret message then forwarded this information to other applications like SMS (Short Message Service), Whatsapp, Line and so on then being decrypted. Android based application was resulted which allow to send encrypted text message using Vigenere Cipher to provide more security in the process of information exchange.</strong></p><p><em><strong>Keywords</strong> - Cryptography, Vigenere Cipher, Android.</em></p>

scholarly journals How to Effectively Mentor Junior Faculty?

2014 ◽  
Vol 8 (1) ◽  
pp. 92-96
Author(s):  
Hoi Ho ◽  
Blanca Garcia ◽  
German T Hernandez ◽  
Gurjeet S Shokar
Keyword(s):  
A Priori ◽  
Junior Faculty ◽  
Reciprocal Relationship ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Academic Expectations ◽  
Faculty Mentoring ◽  
Mentoring Relationship ◽  
Traditional Mentoring ◽  
Goals And Objectives

ABSTRACT In the current era of decreased funding for teaching and research, academic centers are increasingly focused on clinical productivity. The lack of structured mentoring programs along with increasing clinical demands has led to unrealistic academic expectations for physician faculty. Faculty mentoring is a dynamic reciprocal relationship for both the mentor and mentee to work closely in developing a professional and productive academic partnership. Both mentor and mentee are equally important in achieving a rewarding mentoring partnership. There are fundamental guidelines for the mentor and the mentee to follow to ensure the desired outcomes. Traditional mentoring relationship is strictly voluntary without a defined commitment from either party. However, outcome-driven mentoring relationship is a structured process in which specific goals and objectives are well-defined, and in which the mentoring progresses and feedback are closely monitored. Much information about faculty mentoring is derived from the mentoring of basic scientists. In contrast, there is a paucity of well-designed studies on mentoring of physician faculty. The effectiveness of mentoring programs was traditionally measured by subjective feedback, unlike outcomesdriven mentoring which uses objective measures based on a priori defined outcomes. Although individual faculty members must assume responsibility for their own academic development, their institution is obligated to provide an effective mentoring program to aid the faculty in accomplishing their assignments and advancing in their career development. How to cite this article Garcia B, Hernandez GT, Shokar GS, Ho H. How to Effectively Mentor Junior Faculty? Donald School J Ultrasound Obstet Gynecol 2014;8(1):92-96.

Sign in / Sign up

Export Citation Format

Share Document