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.
Citation Information Type of Publication: Journal Article Author: Rusty Carpenter Year of Publication: 2008 Title: “Consultations without Bodies: Technology, Virtual Space, and the Writing Center” Publication: Praxis, Volume 6, Issue 1
Citation Information Type of Publication: Journal Article Authors: Andrea Ascuena, Julia Kiernan Year of Publication: 2008 Title: “The Problem of Email: Working to Decentralize Consultant Authority in Online Writing Centers” Publication: Praxis, Volume 5, Issue 2
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.
Starting from a description of the content model, we also describe three key components of the multilingual online writing center: (a) the Feedback Editor, (b) the collaborative writing environment, Escribamos, and (c) the e-portfolio tool. We conclude the paper with a discussion on technical and content-related problems we encountered during Calliope’s development process.
This paper reports on a study which investigates the implementation of a synchronous e-learning system (“Interwise”) for online tutorials on an information technology related course offered by the Open University of Hong Kong (OUHK). It examines a set of interview data related to students’ and tutors’ views on the use of the system.