How I Learned to Stop Worrying and Love Asynchronous Online Tutoring (2019)


access, asynchronous, delivery, logistics, platforms, scheduling, tutor training


This article discusses the process that the University of Maryland Writing Center went through as it developed and later implemented asynchronous online tutoring, specifically the questions we struggled with while we considered adopting an asynchronous platform and method of advice delivery, as well as how we would train and schedule tutors for this new modality. The article reflects on the options and possibilities we didn’t choose but might work in other contexts, and the effectiveness of the approach we currently take, ultimately offering a heuristic: questions that administrators of other writing centers of varying sizes and types can consider to help them implement or update their own asynchronous online tutoring service.

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