This page serves as a database for OWC-related scholarship. You can filter results by using the tags below or the search bar to the right.
Have corrections or scholarship suggestions? Contact mentoring@onlinewritingcenters.org
Misemer discusses her experience conducting online tutoring appointments via Skype with two tutors and one student, what she calls “paired Skype tutoring.” Misemer found an increase in tutor confidence, as well as benefits to having two tutors with complimentary strengths assisting the student.
In Summer 2012, I became the director of the Writing Center at the University of Louisiana at Lafayette (UL). I was not new to the university or the Writing Center; I had been a faculty member since 1996 and held other administrative positions in the department. So when I stepped into the position, I had some ideas of what I wanted to do to expand our center.
This paper charts the development of a small departmental writing center at a university in Japan. The paper discusses the results from two semesters of an ongoing action research project focused on improving the usage of the center.
This article presents a study and a methodology to investigate whether students with different learning styles make use of the potential flexibility of online learning materials, i.c. in the context of an online writing center. The study aims to investigate the effect of learning styles on (a) the students’ approach to the writing task (process), and (b) on the letters they write (product).
Asynchronous online tutoring is a highly contested form of writing tutoring. Critics of asynchronous online tutoring argue that it is ineffective, running contrary to traditional notions of what writing tutoring should look like and how it should be practiced. Supporters of asynchronous online tutoring advocate for its inclusion in the tutoring canon, suggesting that it should be one of many formats available to students.
University students are asked to act within and master a diverse range of genres as student writers and researchers (Nesi & Gardner, 2012). Although the difficulty in performing such a task is considerable for first language (L1) writers, second language (L2) writers face similar yet also different rhetorical and linguistic demands and challenges.
This research explores the current state of online writing centers by analyzing the contributions of scholars, tutors, and students to the pedagogical practices of online peer tutoring. The study examines three areas of online peer synchronous tutoring from students’ perspectives: a) students’ experiences, b) students’ revision processes, and c) sound practices for online tutoring.
This research reports on a comparative analysis of online and in-person tutoring at three different universities, focusing on tutor self-perceptions and on affordances, a concept drawn from systems engineering, human-computer interaction and ecological psychology.
In part 2 of this post, the author details the piloting of screencast software as an additional tool the writing center is using in their e-mail feedback to students. He reports positive anecdotes from students who received the screencasts, but poses some important questions about the efficacy and use of screencasts in writing centers.
Those of us lucky enough to teach in a classroom or tutor in a writing center recognize how much learning can happen in a 30-minute conversation. Spending those same 30 minutes writing comments on a student’s paper can feel like we’re teaching only a fraction of what we’re capable of, and yet writing these comments is an enormous part of our work!