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W. M. Murphy, “From E-mentoring to Blended Mentoring: Increasing Student’s Developmental Initiation and Mentors’s Satisfaction,” Academy of Management Learning & Education, Vol. 10, No. 4, 2011, pp. 606-622. doi:10.5465/amle.2010.0090

has been cited by the following article:

• TITLE: E-mentoring as a Critical E-learning Approach: The Impact of Social Presence on E-mentoring

  AUTHORS: Ellen A. Ensher

  KEYWORDS: E-learning; E-mentoring; Learning; Mentoring; Social Presence Theory

  JOURNAL NAME: Communications and Network, Vol.5 No.3B, October 16, 2013

  ABSTRACT: One important form of e-learning is e-mentoring. Virtual mentoring can occur within the context of formal organiza- tional programs or develop spontaneously between individuals online. While e-mentoring is burgeoning as a practice, theoretical research related to this important phenomenon has been limited. The purpose of this paper is to suggest that social presence theory presents a useful conceptual framework for understanding mentors’ willingness to participate in e-mentoring relationship and on their satisfaction. In sum, mentoring relationships that offer a blended approach with both high and low social presence forms of computer-mediated-communication (CMC) will be more satisfying to men- tors than those with low social presence CMC forms only. Implications for research and practice are discussed.