Sentence examples for mentoring processes from inspiring English sources

It is also important to create action plans that allow educational resources, platforms and mentoring processes to be adapted to the learning strategies and styles of students using the e-learning mode.

f) Use of Modified Kirkpatrick Model for evaluating training and capacity building programmes with follow up coaching and mentoring processes until expected results are achieved.

Although there has been substantial international theorisng of mentoring processes, in the Aboriginal and Torres Strait Islander Australian context, these have been piecemeal.

All publications predominately described a clear orientation toward formal mentoring processes, meaning that while participation for mentors and mentees was voluntary and there was internal flexibility, there were certain non-negotiable aspects and formal organisation of programs.

One important but not necessarily intended outcome of such engagement was that whether or not programs committed to a reconciliatory approach, respect for Indigenous Australian cultures and reconciliatory attitudes were consequences of mentoring processes in a number of cases.

Their sum constitutes the paradigm of the Timbuktu Academy for its precollege and college mentoring processes and activities, the aim of which is to produce competitive scientists, engineers, and mathematicians.

Questions related to student motivation for using or not using the mentoring scheme, student experience of contacting their mentors to initiate the mentoring relationship, their experience of the mentoring process (including support needs, support offered and any unmet needs) and their overall evaluation of the suitability of the scheme and the particular pairing with their mentors.

It's a mentoring process.

Using a primarily qualitative research design, the study characterized the electronic mentoring process and its contributions to this population.

The findings showed that active learning is an appropriate mediator variable between teaching and mentoring process variables with creative teaching in northern and rural zones.

The qualitative studies also gave rise to recommendations while designing such TEL environments, for example the role of the pedagogical agent to ease assessment anxiety related to question prompts and instead transform it into a mentoring process.