Page 4 - Demo

4 Introduction
actually overlap or are not completely distinct from one another, while some stretch the definition of mentoring rather far, especially those that fall into the category of “informal mentoring.”
Informal mentoring as we define it here is basically a mentoring frame- work in which there are opportunities made available for faculty or stu- dents to meet or interact with a mentor, and there may be some support or resources for facilitating these, but these mentoring interactions do not necessarily include more formal elements such as a regular schedule, set structure, or specific requirements or expectations for mentors and mentees.
Formal mentoring as we define it here simply means that there is a more visible structure and specific expectations for a program and for those par- ticipating in that mentoring program. Formal mentoring also typically includes an established support structure and resources designated for that program. However, the mentoring meetings or interactions themselves are not necessarily “formal” in tone.
In this book, the main categories of mentoring we address are the focus of individual chapters. Broadly speaking these are peer mentoring (one- to-one or one-to-many) and group and network mentoring, with further distinctions in the categories made according to the parties involved – these are faculty-to-faculty, faculty-to-student, student-to-student, and external/professional/career mentor-to-student.
Why Mentoring for Online Students?
Mentoring for online students is an effective strategy that creates favora- ble circumstances for learners, enabling them to make the most of their experiences at school. A mentoring program can prepare online students for success by providing a support system specifically designed around on- line student needs, offering assistance and a foundation necessary to assure online student persistence. Mentoring typically covers the topics of time management, instructional and academic skills, career resources, general campus resources, or even well-being and health. Mentoring programs for online students might similarly span a wide range of areas but often focus on specific challenges known to interfere with online students’ success. In an online setting, while one of the advantages is the flexibility of learn- ing from anywhere and/or anytime, both of which are in the core nature of online and distance education, the elasticity of the online modality itself can present challenges for online learners. Kristen Wilke, Manager of Student Success at the University of Missouri System, spoke to the importance of time management and related skills necessary for online student success:
Time management is important for any student but it’s extremely important for online students to know about time management,