This paper describes the findings of a research study of a blended-learning approach to train mentors of#R##N##R##N#teams in the Botball® Educational Robotics Program. Botball is an international team-based robotics#R##N##R##N#competition for secondary students designed to build skills in computer programming, robotics, teamwork,#R##N##R##N#and problem solving. For this study, we recruited new teams comprising 8-10 middle school students per#R##N##R##N#team and a mentor. Teams were randomly assigned to one of three treatment groups or a control group.#R##N##R##N#Mentors of teams in the experimental groups received training in one of three types of mentor practices: best#R##N##R##N#practices, mentoring for self-efficacy, or a combination of best practices and self-efficacy. The training#R##N##R##N#format consisted of web-based self-paced tutorials, a face-to-face workshop, and webinars. Dependent#R##N##R##N#variables were student post-test scores on three assessments: Efficacy for Science-Related Jobs, STEM#R##N##R##N#Achievement-Related Choices, and STEM Self-Efficacy. A priori statistical analyses showed no difference#R##N##R##N#between the groups; however, post hoc analyses showed that the use of self-efficacy techniques was#R##N##R##N#positively related to the three dependent measures. Post-competition surveys of mentor practices indicated#R##N##R##N#that students in the treatment groups did not appear to receive distinctly different treatments, revealing some#R##N##R##N#of the potential challenges of the blended learning approach for professional development of teachermentors.
['Sharon Locke', 'Susan L. Thomas', 'Stephen Marlette', 'Georgia Bracey', 'Gary R. Mayer', 'Jerry B. Weinberg', 'Janet K. Holt', 'Bradford R. White']
Blended Learning Training for Mentors of STEM Team Competitions