Requisite participant characteristics for effective peer group mentoring

Effective mentorship, due to the developmental nature of the experience, hinges upon the people involved—specifically, the personal characteristics of the mentoring collaborators. In this paper, the author explored requisite participant characteristics for peer group mentoring. One dozen executive-level professional women shared their stories-of-experience as participants in peer mentoring groups. A thematic analysis was utilized to investigate the narrative data from these interviews. Findings suggest that these participant characteristics include (a) an intrinsic interest; (b) a learning disposition; (c) a commitment to the mentoring experience; (d) comfortability with vulnerability and having the courage to share struggles; and (e) an inherent desire to support others in their learning, growth, and development.     

Blending Learning视域下的高校网络课程探析

为了有效地实施网络教学,许多高校开发、建设大量的网络课程。基于Blending Learning理念,分析当前高校网络课程存在的问题,提出解决的对策：教师应转变教学理念,网络课程的教学目标应合理定位,课程学习资源建设应当加强,学习活动设计应当高度关注,加强对网络学习的评价。     

在线作业管理系统的设计与实现

作为网上教学支持系统的一个子系统，在线作业管理系统为师生提供方便的在线作业管理环境，实现自动化和无纸化作业管理。在线作业管理系统的关键功能包括布置作业、提交作业、批阅作业、统计作业等。文中结合深圳大学在线作业管理系统，详细阐述在线作业管理系统整体结构和关键功能模块的设计与实现。     

干部在线教育的现状与发展

提升干部教育培训信息化建设水平是干部教育培训工作改革创新的实施基础和重要途径。干部在线教育作为推进干部教育培训信息化建设的一项重要举措,为干部持续学习和扩大培训规模提供了新的平台。自2004年试点以来,干部在线教育工作在7年多的建设中取得了长足的进步,为广大干部提供了更多接受培训的机会。当前干部在线教育学员数量急剧增加、年龄差距逐渐拉大,学员的个性化需求对干部在线教育的资源建设、支撑平台、学习方式等提出了更高的要求,但国内干部在线教育学习资源建设水平参差不齐,未形成有效的质量评估体系。为进一步促进干部在线教育发展,应明确干部学员群体特征,重视资源内容和质量,利用新技术规划干部在线教育平台,“以评促建”,建立优质干部在线管理服务体系。     

Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments

Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in dialogic argumentation. This review examines five categories of analytic frameworks for measuring participant interactions within these environments focusing on (1) formal argumentation structure, (2) conceptual quality, (3) nature and function of contributions within the dialogue, (4) epistemic nature of reasoning, and (5) argumentation sequences and interaction patterns. Ultimately, the review underscores the diversity of theoretical perspectives represented within this research, the nature of dialogic interaction within these environments, the importance of clearly specifying theoretical and environmental commitments throughout the process of developing or adopting an analytic framework, and the role of analytic frameworks in the future development of online learning environments for argumentation.

Attachment style and mentoring relationships in adolescence

This study examined the relationship between adolescents’ attachment style and their decision to enter mentoring relationships. The participants were 569 Greek Cypriot high school students. It was found that adolescents who have a mentor are more secure in their attachment than those who do not. Girls with low scores in secure attachment do not enter easily into mentoring relationships. Older adolescents are more anxious in their attachments, probably because they can better appreciate the possible difficulties if something goes wrong; thus, they are more reluctant to take the risk of starting a mentoring relationship than younger students. Furthermore, secure attachment was found to be positively correlated to the perceived impact of the whole experience: the more secure the attachment, the stronger the mentoring bond seems to be.     

鲜花在线租赁的数学模型

通过网上问卷调查和数据采集,建立了家庭式较小数量的鲜花在线租赁的数学模型．该模型对于企事业单位大数量租赁同样适用,进而指导网站实际经营．     

从编目角度探讨图书馆数字资源的建设

本文从编目的角度阐述了图书馆数字资源的建设,联机编目的网络模式以及元数据的引入对数字资源建设中的重要意义。     

The Development and Design of a Framework to Match Mentees and Mentors Through a Systematic Review andThematic Analysis of Mentoring Programs Between 2000 and 2015

ABSTRACT

The need for longitudinal and holistic support of medical students throughout their training has led to the development of formal mentoring programs. Whilst success of formal mentoring programs has been attributed to (a) pairing mentees with trained and experienced mentors (matching), (b) the quality of mentoring interactions and (c) the presence of a nurturing environment, little attention has been attributed to establishing an effective matching process in medical school. We sought, in this review, to redress this gap within the context of matching medical students for mentoring. Modified PRISMA guidelines were followed to guide the review process. PubMed, ERIC, Cochrane Database, OVID and ScienceDirect databases were searched for articles on matching in medical schools and in allied health specialities published between 2000 and 2015.