Abstract
It is our experience that tutors trained for face-to-face writing centers are not adequately prepared for the challenges they encounter working with online writing centers. The purpose of our article is to provide an overview - especially for administrators, developers, and tutors new to electronic tutoring environments - of the issues and considerations unique to online tutoring that training programs need to address. In our discussion, we hope to engender enthusiasm for online tutoring by discussing three aspects of online tutoring: appreciating text-only environments, developing procedures for responding online, and creating appropriate roles for online tutors. We offer suggestions about how to address these three aspects in online tutor training, and we suggest that addressing these issues leads to an understanding of the online tutor as a productive peer reviewer.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 245-263 |
| Number of pages | 19 |
| Journal | Computers and Composition |
| Volume | 17 |
| Issue number | 3 |
| DOIs | |
| State | Published - Dec 2000 |
Keywords
- Online tutoring
- Online writing centers
- Peer review
- Tutor training
- Writing centers