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The literature will be greatly informed should researchers gather data from all parties—the ementor, e-protégé and their employers. Agreement on variables of interest has been found to provide greater insight and reduces reporting biases by respondents (Godshalk & Sosik, 2000; Sosik & Godshalk, 2004). The social implications of CMC on e-mentoring relationships needs to be investigated as we move further away from having a majority of traditional, FtF relationships and towards having a majority of relationships based on use of CMC technology.

Journal of Asynchronous Learning Networks, 6(1), 57-67. Schrage, M. (1999). Sorry, no keg parties here. This university is on the desktop. Fortune, (11), 224. , & Reed, C. (2002). Demystifying elearning standards. Industrial and Commercial Training, 34(2), 62-65. Williams, C. (2002). Learning on-line: A review of recent literature in a rapidly expanding field. Journal of Further and Higher Education, 26(3), 263-272.  Chapter II Social Implications of E-Mentoring: Development of an E-Mentoring Model Veronica M.

Fontaine, G. (2002). ” In K. E. Rudestam & J. ), Handbook on online learning: Innovations in higher education and corporate training (pp. 23-52). London: Sage Publications. Gibbons, H. , & Wentworth, G. P. (2001). Andrological and pedagogical training differences for online instructors. Online Journal of Distance Learning Administration, 4,(3). html Gold, M. (2003). Eight lessons about e-learning from five organisations. American Society for Training and Development, 57(8), 54. Hines, A. (1996).

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