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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…
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…
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.
Like many other writing centers, our writing center is struggling with space needs. At the same time, we feel we are not reaching certain populations, like those registered for distance education courses, physically challenged students, and those who could benefit from our collaboration, but for one reason or another do not take advantage of our services.