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Online mentoring to induct junior researchers into scientific literacy practices

机译：在线指导，将初级研究人员引入科学素养实践

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Purpose - The purpose of this paper is to report results from an evaluation of an online abstract mentoring programme to support early career and less experienced human immunodeficiency virus (HIV) researchers improve their chances of acceptance to International HIV/Acquired Immunodeficiency Syndrome Conferences.rnDesign/methodology/approach - An evaluation study was conducted on the impact of this programme over two conferences. Survey questionnaires also gathered data on the perceptions of users and mentors on the value of online mentoring.rnFindings - Results from the evaluation show that online mentoring increased the motivation and acceptance rate of early career and less experienced researchers, especially from low- and middle-income countries.rnResearch limitations/implications - This study shows that the use of online mentoring at a distance can make access to desirable literacy practices for researchers' professional development more equitable, and enhance the added value of informal learning in today's lifelong learning context. It also shows a cost-effective way to use technology to widen participation of early career researchers from resource-limited settings, and improve their understanding of the practice of writing up and publishing research for competitive international conferences or journals.rnPractical implications - With a situated and constructivist view of online teaching and learning, the paper considers the implications for redesigning future global conferences as collaborative capacity-building spaces, via the use of Web 2.0 technologies.rnOriginality/value - This paper provides research capacity builders with insights into the use of online mentoring to not only build writing skills, but also to enhance the induction of novices into a global learning community. It aims to inform decision makers of issues in effective online mentoring design to consider for impact and quality.
机译：目的-本文的目的是报告在线摘要指导计划的评估结果，以支持早期职业，经验不足的人类免疫缺陷病毒（HIV）研究人员提高了接受国际HIV /后天免疫机能丧失综合症会议的机会。rnDesign/方法/方法-对该计划在两次会议上的影响进行了评估研究。调查问卷还收集了有关用户和指导者对在线指导价值的看法的数据。rn结果-评估结果表明，在线指导增加了早期职业和经验不足的研究人员的动力和接受率，尤其是来自中低端的研究人员研究限制/启示-这项研究表明，在远距离使用在线指导，可以使研究人员的职业发展更容易获得理想的识字实践，并在当今的终身学习环境中提高非正式学习的附加值。它还显示了一种经济有效的方法，可以利用技术来扩大资源有限的早期职业研究人员的参与范围，并提高他们对为竞争性国际会议或期刊撰写和发表研究论文的实践的理解。以及在线教学的建构主义观点，本文考虑了通过使用Web 2.0技术将未来的全球会议重新设计为协作能力建设空间的意义。原创性/价值-本文为研究能力建设者提供了有关使用互联网的见解。在线指导不仅可以培养写作技巧，还可以增强新手对全球学习社区的引导。它旨在告知决策者有效在线指导设计中的问题，以考虑影响和质量。

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