A Pen, A Pencil, or a Keyboard: Online Writing Center Tutors’ Perceptions
Author, Adjunct Faculty, Grand Canyon University
Writing can be challenging for some students, even those who have graduated high school and are moving forward to higher learning. Thus, an idea about students and writing support led to a study about writing centers and the individuals responsible for supporting struggling writers. This qualitative case study explored the tutors’ perceptions of online writing tutoring and investigated how tutors perceive their work using both asynchronous and synchronous online tutoring modes at a 4-year university. Though the writing center participating in this study offers onsite and online writing tutoring, the goal was to focus on online writing tutoring. Participants were surveyed, and data were analyzed qualitatively to locate common phenomena by coding participants’ responses. Through this process of analyzing data and coding, multiple themes emerged. Additional documentation was analyzed to provide triangulation to the research process. Findings focused on tutors’ perceptions, training modalities, the use of technology in online writing tutoring, and guiding pedagogy. Thus, the study showed how technology with well-trained tutors and directors could benefit students struggling with writing proficiency. Limitations occur in research, but further studies of an online writing center can promote improvement as pedagogy evolves and technological advances progress. Ultimately, the benefits of an online writing tutoring center are evident.
Keywords: asynchronous, synchronous, social constructivism, writing tutoring center, feedback, tutor perceptions, technology, online writing support, professional development, higher education, skilled writing
"A Pen, A Pencil, or a Keyboard: Writing Center Tutors’ Perceptions,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 11:
3, Article 1.
Available at: https://scholarworks.wmich.edu/wte/vol11/iss3/1
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