Abstract
In this article, various concepts relevant to the supervision of distance learners are first presented. After a summary comparison, which shows the different roles of the mentors and leads to a distinction between static and dynamic mentoring concepts, perspectives for future mentoring scenarios in distance learning are formulated with the inclusion of further studies on computer-supported and collaborative learning. Central aspects here are the design of mentorates, which should be based on three basic concepts (blended learning, cooperative learning, discourse-related mentoring), the design of cooperation between mentors, for which various possibilities for promoting communication and cooperation are shown, and the requirements to be considered for mentors, which primarily concern comprehensive media competence and social-communicative competence. It is also recommended that a coordinating body be set up in the form of a staff member for the organisation of mentoring (mentoring coordinator).
