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Creating new distance e-learning modules requires considerable staff expertise. To help develop and expand this, mentoring holds promise. However, in lifelong learning provision, potential module creators are often very distant from potential mentors and asynchronously available. E-mentoring might overcome these logistical constraints. This study explored the viability and effectiveness of e-mentoring for an e-learning module development within arts and humanities. Over two phases of implementation, participants were supported by face-to-face (FtF) training meetings, linked with a Web-based chat room facility. Mentors had eight paid hours per year per mentee, for email, telephone and/or FtF contact. Evaluation was based upon e-questionnaire feedback and FtF interviews with mentors and mentees, with assessment of quality of new modules by programme leaders. It was concluded that e-mentoring offers a promising but not straightforward socio-technical solution for developing new distance e-learning modules. Effective e-mentoring for this purpose should involve systematic induction, mapping all support channels, needs assessment, differentiation and blended forms of communication.

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