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The use of a formative pedagogy lens to enhance and maintain virtual supervisory relationships: Appreciative Inquiry and Critical Review.
Chloe Louanne Jordan;
Sathaananthan Thillainathan;
Leo Anthony Celi;
Linda Jones;
M. Abdulhadi Alagha
ABSTRACT
The COVID-19 pandemic propelled pedagogical interactions to go virtual. The surge in online educational activity provides an opportunity to understand the attributes of an effective supervisor- or mentor-student relationship. A scoping review of the literature was conducted, followed by an appreciative inquiry among the authors. The paper provides recommendations and strategies that may enhance the online learning experience. We found that virtual mentorship can be equally rewarding as in-person supervision. We hope that sharing our collective experience may be valuable to others engaged in some degree of remote mentoring.
Citation
Please cite as:
Jordan CL, Thillainathan S, Celi LA, Jones L, Alagha MA
The Use of a Formative Pedagogy Lens to Enhance and Maintain Virtual Supervisory Relationships: Appreciative Inquiry and Critical Review
