Andere Kunden interessierten sich auch für
![The Socially Intelligent Project Manager: Soft Skills That Prevent Hard Days]( "The Socially Intelligent Project Manager: Soft Skills That Prevent Hard Days")
The Socially Intelligent Project Manager: Soft Skills That Prevent Hard Days30,99 €![The Leader's Greatest Return]( "The Leader's Greatest Return")
The Leader's Greatest Return20,99 €![The 21 Indispensable Qualities of a Leader (International Edition)]( "The 21 Indispensable Qualities of a Leader (International Edition)")
The 21 Indispensable Qualities of a Leader (International Edition)13,99 €![Positive Provocation]( "Positive Provocation")
Positive Provocation29,99 €![Co-Active Coaching]( "Co-Active Coaching")
Co-Active Coaching24,99 €![Edge]( "Edge")
Edge11,99 €![HBR Guide to Getting the Mentoring You Need (HBR Guide Series)]( "HBR Guide to Getting the Mentoring You Need (HBR Guide Series)")
HBR Guide to Getting the Mentoring You Need (HBR Guide Series)19,99 €
Telementoring potentially extends opportunities to
many more students and will allow mentors to
participate, who otherwise would find the time
investment prohibitive (Muller, 1997). The
integration of telecommunication opportunities has
removed many of the obstacles, such as time and
space, which have doomed mentoring relationships that
did not employ telecommunications technology (Noe,
1988). Understanding the nature of communication
between participants involved in telementoring
programs requires the systematic study of said
communication. This research focused upon the nature
of on-line communications in a curriculum-based
project that involved secondary students who
electronic mail to mentor middle school students.
On-line communications included character count, word
count, and sentence count of electronic mail
correspondence. One purpose of this study was to
determine whether there are significant differences
in the on-line communications of middle school
students with regard to gender and grade level.
Another purpose of this study was to determine if
significant differences existed between middle school
and secondary school participants.
many more students and will allow mentors to
participate, who otherwise would find the time
investment prohibitive (Muller, 1997). The
integration of telecommunication opportunities has
removed many of the obstacles, such as time and
space, which have doomed mentoring relationships that
did not employ telecommunications technology (Noe,
1988). Understanding the nature of communication
between participants involved in telementoring
programs requires the systematic study of said
communication. This research focused upon the nature
of on-line communications in a curriculum-based
project that involved secondary students who
electronic mail to mentor middle school students.
On-line communications included character count, word
count, and sentence count of electronic mail
correspondence. One purpose of this study was to
determine whether there are significant differences
in the on-line communications of middle school
students with regard to gender and grade level.
Another purpose of this study was to determine if
significant differences existed between middle school
and secondary school participants.