ABSTRACT
This paper describes novel research that we conducted as part of the Portals project (NSF Grant #CDA-9616990). We examined the roles, functions and strategies that students, teachers, and mentors bring to complex on-line, project-based learning experiences. Data for our study consisted of site observations, interviews, student work samples and videotaped project presentations from twelve project-based mentoring relationships that were conducted entirely or partially on-line. We analyzed these data within the frameworks of mentoring, cognitive apprenticeship, and educational network interactions. Additionally, we introduced a web-based tool (Portals) to facilitate more effective communication in such mentoring situations and documented how and when it was used. We learned that mentors often take their cues from students about how to proceed in mentoring relationships and that they may not always be aware of the roles they play; and that teachers are important co-mentors in the process, particularly in creating cultures of collaboration in their classes and explicitly attending to and supporting students' communication skills. Technology was also an important player in these relationships. Recommendations for improving telementoring designs are included in the paper.
