Is tutoring online more than just email? Two yearlong studies explored tutoring online in two different modes. One, from Atlantic Community College in New Jersey, looked at asynchronous (not real time) tutoring online using a discussion board. The other, at Pima Community College in Arizona, used synchronous (real time) online software. The combination of these two studies suggests best practices for this new environment.
All she’s looking for are what so many students who submit their es-says for e-mail tutoring want: a quick look at the paper for spelling, grammar (usually spelled “grammer”), and to make sure the essay “flows.”
Abstract This paper reports the results of a study comparing the interactional dynamics of face-to-face and on-line peer-tutoring in writing by university students in Hong Kong. Transcripts of face-to-face tutoring sessions, as well as logs of on-line sessions conducted by the same peer-tutors, were coded for speech functions using a system based on Halliday’s functional-semantic …
Our culture is quick to accept technological advancements as a replacement or an “upgrade” to the way we had done something before. But as we use the upgrades, we run the risk of losing benefits the old way provided.
This paper describes a small-scale, empirical study of synchronous conference-based online writing instruction (OWI) using an electronic whiteboard in a professional tutorial setting. Linguistic analysis of participant talk indicated that the interactions were both idea-development focused and task oriented as opposed to socially oriented.
Keywords Synchronous, Written composition, Cognitive models, Tutoring, Writing instruction, Writing, Dialogism, Tutorials, Blogs, Frustration, Shopping Abstract In this webtext we propose synchronous AVT as a positive approximation of the conventional f2f tutorial and as an alternative to email-based tutoring. By sustaining the interpersonal collaboration and dialogue that, as Stephen North’s (1984) famous essay noted, are …
This study began with the premise that the perceptions of peer tutors of their tutoring experiences, especially those experiences in the online tutoring environment, are a valuable resource. To tap this resource, this study asked tutors to reflect on their perceptions of the online tutoring environment, their perceptions of their own tutoring in the online tutoring environment, and their perceptions of any changes they felt necessary to accommodate the online tutoring environment.
How would chat room tutoring differ from f2f tutoring? Could I establish rapport with students whom I couldn’t see or hear? How exactly would typing differ from talking? To begin to investigate these questions, I decided to save the transcripts of each of my chat room sessions and analyze what was said.
With the proliferation of chat lingo, and chat room language it-self, I ask, “Which discourse should online writing center tutors utilize when assisting students?” I will attempt to answer this question by first analyzing the chat room language and the importance of the question, giving a brief history of synchronous chat sessions and writing centers, and by looking at what theorists have said about the language and conversation choices tutors make within the writing center.
The purpose of my dissertation is to show that online writing tutors can respond in an asynchronous environment in a way that constructs a similar dialogue as the face-to-face tutorial sessions by allowing tutors to use their awareness of non-directive commentary methods and directive tendencies to improve their face-to-face tutorial sessions.