Abstract:

Virtual mentoring has transformed instructional design education, reshaping graduate intern support at the University of Central Florida (UCF). This proposal examines virtual mentoring's role in developing instructional design interns, exploring the blend of technology and pedagogy. UCF leverages advanced tools to create an engaging online environment that bridges theoretical knowledge and practical application.

At UCF, we've moved beyond traditional mentoring, using digital tools to overcome time and space barriers. Our program utilizes Canvas LMS, Zoom, Teams, Google Workspace, Asana, and Turnitin to create a comprehensive virtual mentoring environment. The effectiveness of this approach relies on regular check-ins, clear goals, timely feedback, and fostering a sense of community. By incorporating diverse multimedia resources, we cater to various learning styles, making the mentoring process more accessible and effective.

Virtual mentoring offers transformative advantages for instructional design internships, providing flexibility and scalability without increased physical resources. It allows interns to receive support regardless of location or time constraints while offering continuous access to comprehensive digital resources that enhance learning and skill development.

However, virtual mentoring presents challenges, including maintaining engagement, overcoming technical issues, and building trust remotely. Addressing these requires strategies like regular check-ins, interactive sessions, and clear communication. Effective progress monitoring demands new skills and digital tools for tracking activities and implementing reviews. Despite these challenges, when implemented innovatively, virtual mentoring can significantly enhance the professional development of instructional design interns.

To assess our program's effectiveness, we propose a year-long case study involving ten instructional design interns and ten mentors. Data collection will include periodic surveys, weekly intern reflections, monthly mentor feedback, and analysis of project outcomes. Key metrics focus on intern satisfaction, project quality, skill development, and mentor-mentee relationship strength. We will compare results with our previous face-to-face mentoring program to gauge the impact of the virtual approach.

Virtual mentoring is set to become a cornerstone in instructional design education. As we refine our approach, we must collaborate to establish best practices in this evolving field. Key questions include how to enhance virtual mentoring platforms, what strategies can address remote skill development challenges, and how emerging technologies can create more immersive mentoring experiences. We invite educators, researchers, and practitioners to join us in exploring these issues. Our goal is to build a global community of practice, providing equitable access to quality education and developing skilled instructional designers for the digital age. During this session, we encourage attendees to share experiences and contribute to the evolution of virtual mentoring in instructional design education. By combining our expertise, we can ensure our field's future is as dynamic and innovative as the technologies we employ.

Keywords:

Mentoring, Virtual Mentoring, Instructional Design, Online Learning, Professional Development, Higher Education.