Peer Mentoring and Learning Models

During a VOH session with a fellow cohort and one of our programme leaders we discussed the topic of peer mentoring, e mentoring and supplemental instruction and how they relate to certain learning models.  Julia one of programme leaders mentioned the Community of Inquiry Framework. I remembered that this framework provides a  set of guide lines to create effective learning communities in both online and blended learning environments (Garrison & Anderson, 2003; Garrison & Vaughan, 2008).  Looking at each of the elements of this framework: 

• Social presence 
• Cognitive presence 
• Teaching presence 

I started to think about where I could place peer mentoring within this whole educational experience?  my gut feeling went with Social presence. Why?  Well, if I consider that Garrison ( 2009) regard Social presence as   “the ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities” (p. 352), then peer mentoring could also support this. 

I had already come to the conclusion in previous posts that mentoring provides a channel for  open communication and eventually group cohesion. It also provides mentees  with the opportunity to take part in open and purposeful communication and in turn this would be supported by the extra recognition, encouragement and interaction provided not only by the lecturer, but moreover the mentor. It seems that was also a view taken by Garrison and Anderson in 2003.  So, could this help resolve the problem of distance learning students feeling isolated and help universities retain student numbers. Yes! 

The term Cybergogy was dropped into the conversation during the VOH and if you are not sure what this is take a look at the following link: Cybergogy.   Firstly I have to thank one of our Programme leaders for introducing me to this model, a model that has come into light with the development in educational technology and its influence of teaching and learning.  When I looked at the Cybergogy model more closely and the elements that contribute to this model it seem quite easy for me to place peer mentoring within the framework. Where? Right in the middle. Peer mentoring is going to contribute to an engaged learning environment, through the interventions of the mentor whether this is ensuring that the mentee feels part of a community of engaged learners or whether the mentor can contribute this the engagement, but sharing their prior knowledge and experience with the mentee and final communication, which if you look at the model features in the three elements that contribute to " Engaged learning" . 

So why have a shared these two models in this post. It clear shows that peer mentoring fits into many of the learning models and contribute to them, whether this is to create a learning community or engaged learner.

Here are the resources which support this post: 

• Garrison, D. R. (2009). Communities of inquiry in online learning: Social, teaching and cognitive presence. In C. Howard et al. (Eds.), Encyclopedia of distance and online learning (2nd ed., pp. 352-355).  Hershey, PA: IGI Global.
• Garrison, D.R., & Anderson, T. (2003). E-Learning in the 21st century: A framework for research and practice. London: Routledge/Falmer.
• Cybergogy