{"title":"Tutoring in Higher Education during COVID-19: Lessons from a Private University’s Transition to Remote Learning","authors":"John Van Maaren, Magdalene Jensen, Anna Foster","doi":"10.1080/10790195.2021.2007175","DOIUrl":null,"url":null,"abstract":"ABSTRACT The impact of the COVID-19 pandemic on curricular aspects of student learning is already widely studied. However, fewer data exist for its impact on the efficacy of remote academic support. This case study summarizes the findings from a remote tutoring experience questionnaire completed during the Fall 2020 semester by tutors and tutees at a private, R2 university in the United States of America. Our findings are cause for optimism. Technology and physical and emotional wellbeing did not present formidable barriers; tutoring continued to promote student social integration; and the quality of remote tutoring was comparable to that of in-person tutoring. Nevertheless, specific areas faced greater barriers, particularly academic support for math-related tutoring and freshman social integration.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2021-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of College Reading and Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/10790195.2021.2007175","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 1
Abstract
ABSTRACT The impact of the COVID-19 pandemic on curricular aspects of student learning is already widely studied. However, fewer data exist for its impact on the efficacy of remote academic support. This case study summarizes the findings from a remote tutoring experience questionnaire completed during the Fall 2020 semester by tutors and tutees at a private, R2 university in the United States of America. Our findings are cause for optimism. Technology and physical and emotional wellbeing did not present formidable barriers; tutoring continued to promote student social integration; and the quality of remote tutoring was comparable to that of in-person tutoring. Nevertheless, specific areas faced greater barriers, particularly academic support for math-related tutoring and freshman social integration.
期刊介绍：
The Journal of College Reading and Learning (JCRL) invites authors to submit their scholarly research for publication. JCRL is an international forum for the publication of high-quality articles on theory, research, and policy related to areas of developmental education, postsecondary literacy instruction, and learning assistance at the postsecondary level. JCRL is published triannually in the spring, summer, and fall for the College Reading and Learning Association (CRLA). In addition to publishing investigations of the reading, writing, thinking, and studying of college learners, JCRL seeks manuscripts with a college focus on the following topics: effective teaching for struggling learners, learning through new technologies and texts, learning support for culturally and linguistically diverse student populations, and program evaluations of developmental and learning assistance instructional models.
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