The purpose of this systematic literature review is to catalog, explore and disseminate knowledge developed related to the affordances, constraints and collaborative practices of e-mentoring in order to offer recommendations for mentoring programs.
After identifying studies utilizing inclusion and exclusion criteria and a variety of relevant databases, chosen studies were organized into three categories based on e-mentoring practices.
Results reflect chat-room-based e-mentoring and e-mentoring with a video component both to have various affordances and collaborative features. These forms of e-mentoring can potentially be relevant to new teachers’ needs, may promote community and are disconnected from mentees’ school systems. A third form of e-mentoring, virtual reality e-mentoring, however, has the potential for accessibility issues and lack of relevancy to the mentoring process.
Chat-room-based e-mentoring and e-mentoring with a video component may benefit new teachers who do not have access to in-person mentors. However, these forms of e-mentoring may necessitate a component that ensures mentors and mentees alike remain consistently engaged in the e-mentoring process.
