Strategy. Online Mentoring Programs
Approach. Establish online mentoring programs to meet various needs of adolescents.
Return to main MCHbest page >>
Overview. Research has shown that technology-enhanced mentoring programs can enhance learning experiences, promote engagement, and support skill development. By leveraging technology, mentors can interact with mentees in real-time, share resources, provide feedback, and facilitate discussions. Additionally, technology allows for the creation of virtual communities of practice where mentees can collaborate, learn from each other, and engage in meaningful interactions.[1]
Evidence. Moderate Evidence.
Strategies with this rating are likely to work...
Access the peer-reviewed evidence through the MCH Digital Library or related evidence source.
Outcome Components.
This strategy has shown to have impact on the following outcomes
(Read more about these categories):
- Quality of Care. This strategy promotes the degree to which healthcare services meet established standards aimed at achieving optimal health outcomes.
- Utilization. This strategy improves the extent to which individuals and communities use available healthcare services.
Detailed Outcomes.
For specific outcomes related to each study supporting this strategy,
access the peer-reviewed evidence
and read the Intervention Results for each study.
Intervention Type.
Coalition-Building (Read more about intervention types and levels as defined by the
Public Health Intervention Wheel).
Intervention Level.
Community-Focused
Examples from the Field.
There are currently no ESMs that use this strategy. Search similar intervention components in the
ESM database.
Sample ESMs.
Here are sample ESMs to use as models for your own measures using the RBA framework
(see The Role of Title V in Adapting Strategies).
|
Quadrant 1:
Measuring Quantity of Effort (“What/how much did we do?”)
- Number of online mentoring programs established to serve adolescents across multiple geographic locations and social contexts. (Measures availability and reach of online mentoring opportunities)
Number of mentors recruited, screened, and trained to provide effective online mentoring and support to adolescents. (Shows mentor capacity and readiness for virtual engagement)
|
Quadrant 2:
Measuring Quality of Effort (“How well did we do it?”)
- Percent of online mentoring programs that adhere to evidence-based practices and ethical standards for virtual youth engagement and relationship-building. (Measures program quality and accountability)
Percent of online mentors who demonstrate competence and confidence in using digital technologies and platforms to connect with and support their mentees effectively. (Shows mentor proficiency and adaptability to virtual context)
|
|
Quadrant 3:
Measuring Quantity of Effect (“Is anyone better off?”)
- Number of adolescents who report high levels of satisfaction, trust, and sense of safety in their online mentoring relationships and interactions. (Measures youth-perceived quality and security of virtual mentoring experience)
Number of adolescents who show increased digital literacy, online communication skills, and responsible technology use through engagement with online mentors. (Assesses impact on youth technology-related competencies)
Number of youth-serving organizations and systems that integrate online mentoring as a complementary or alternative strategy to expand access to caring adult relationships and support for adolescents. (Measures field-level adoption and integration of online mentoring approaches)
Number of digital innovations, best practices, and lessons learned from online mentoring programs that inform the design and delivery of virtual youth development initiatives more broadly. (Shows knowledge generation and diffusion impact)
|
Quadrant 4:
Measuring Quality of Effect (“How are they better off?”)
- Percent of adolescents who report high levels of satisfaction, trust, and sense of safety in their online mentoring relationships and interactions. (Measures youth-perceived quality and security of virtual mentoring experience)
Percent of adolescents who show increased digital literacy, online communication skills, and responsible technology use through engagement with online mentors. (Assesses impact on youth technology-related competencies)
Percent of youth-serving organizations and systems that integrate online mentoring as a complementary or alternative strategy to expand access to caring adult relationships and support for adolescents. (Measures field-level adoption and integration of online mentoring approaches)
Percent of digital innovations, best practices, and lessons learned from online mentoring programs that inform the design and delivery of virtual youth development initiatives more broadly. (Shows knowledge generation and diffusion impact)
|
Note. When looking at your ESMs, SPMs, or other strategies:
- Move from measuring quantity to quality.
- Move from measuring effort to effect.
- Quadrant 1 strategies should be used sparingly, when no other data exists.
- The most effective measurement combines strategies in all levels, with most in Quadrants 2 and 4.
Learn More. Read how to create stronger ESMs and how to measure ESM impact more meaningfully through Results-Based Accountability.
References
[1] Gould, D.L., Parekh, P. Mentoring and Argumentation in a Game-Infused Science Curriculum. J Sci Educ Technol 27, 188–203 (2018). https://doi.org/10.1007/s10956-017-9717-x
