This chapter reports on an instrument that was developed to formatively assess the quality of feedback that second language students give to one another in an online, anonymous, asynchronous learning environment. The Online Peer Feedback (OPF) Assessment was originally developed for a peer online writing center in Japan where student peer advisors jointly compose feedback for a client-writer.
This paper therefore draws on an action research project to explore students’ perceptions of assessment feedback and the impact of an intervention to enhance its use. This paper presents an initial review of this work, highlighting the way that it has developed feedback processes and students’ engagement in self-regulated learning.
Citation Information Type of Source: Book Article Authors: George Cooper, Kara Bui, Linda Riker Year of Publication: 2008 Title: “Protocols and Process in Online Tutoring” Publication: The St. Martin’s Sourcebook for Writing Tutors (3rd edition) Page Range: 309-319
Keywords synchronous, technology, audio-visual-textual [AVT], distance education, webcams Abstract Able to link tutors across distance while closely approximating the tenor of face-to-face tutoring (f2f), synchronous audio-video-textual conferencing (AVT) is a semiotically rich medium that sustains critical “social cues” and enhances interaction and exchange. The authors theorize and demonstrate the potential of synchronous digital exchange, including …
This project investigates two tools for providing online writing center consultations, both of which incorporate an audio link and application sharing. Its methodologically diverse design examines the scope, content, and structure of one-to-one writing center conferences across two synchronous delivery tools and compares them with f2f sessions conducted by the same consultants.
A lack of attention to computers in the writing center extends to the use of word processing programs like MS Word. This article discusses these issues in the context of a case study of one tutor in computer-based tutoring sessions in a writing center.
Developing the program challenged us to acknowledge student expectations and adapt our services in response. We discovered that clear, explicit communication with students during appointment setting, advertising and promotion, and online communication made our service most effective.