Writing in a Global World: The Increasing Prevalence of Online Writing Centers
Saajan Bhakta
The world is moving online (we rely on YouTube videos to learn tasks we would have otherwise paid someone else to do; we Pinterest plan our weddings online; we even order our groceries for dinner online!) and we are seeing students learn online at a growing rate. In fact, in fall of 2015, there were nearly six million students enrolled in online learning programs or courses at degree-granting postsecondary institutions (Snyder, de Brey, & Dillow, 2018). In my role as an online peer tutor, I have had the chance to discover and alleviate some of the challenges that arise from the virtual setting for my tutees, particularly related to how we, as peer tutors, can avoid the perception of the online writing center as a copy-editing and proofreading service.
I have experienced writing difficulties firsthand, and these challenges directed me to using a writing center. The use of a writing center inspired me to become a peer tutor, and now I am able to use my personal experience as inspiration for helping others develop their writing. My parents immigrated to America from India before I was born, but I was still raised to speak my native language, Gujarati, in our home. When I first started school in America, I was enrolled in an English as a Second Official Language Program. Through elementary, middle, and high school, I made a conscious effort to develop and improve my English and writing skills. I earned my bachelor’s degree through a traditional on-campus program where I leveraged support from various resources, including the writing center. The writing center at my university was critical in my success because it provided me individualized support and programming based on my unique challenges and needs. I then transitioned to my master’s degree in an online program, and for the first time in my academic journey, I did not have access to a writing center. This made writing more challenging because I felt like I did not have a support system in place to help me grow as a graduate student and scholar. Because so much of my writing center experience was (literally) grounded in face-to-face interaction, I have had to critically ask: How can we still provide dynamic, impactful, and meaningful support to students to help them grow and develop as scholars and writers without sitting across the table from them? Because I have realized the importance of writing centers in serving the needs of the growing online student population, especially international and multilingual students, I am now a peer tutor with my university’s Online Campus Writing Center as I finish my PhD through an online program. Peer tutors working for online writing centers do not have the advantage of face-to-face sessions to develop rapport, trust, and a culture of immediate encouragement. It can be difficult for many peer tutors who work “behind the screen” to convey constructive feedback in a positive light when using software systems that only allow for text commentary.
Axioms of best tutoring practices can be challenging to uphold within the virtual realm, especially when it comes to developing better writers, not just better papers. Online peer tutors must make their impact go beyond “just another email” and make their dialogue with students stand out from the barrage of less impactful virtual communication that students receive every day. For example, the use of digital video conferencing platforms can help to mimic the face-to-face interaction that a traditional writing center can offer as research has shown that moving from asynchronous to synchronous platforms and models can help students who are learning online (Turrentine & MacDonald, 2006). As a peer tutor at a university focused on psychology and social justice programs, I am refreshed and energized by student papers on impactful topics about which they are wholeheartedly passionate. However, all too often, the conversation that conveys my excitement for their work and my desire to support them tends to stop after I click “send” on the email returning their paper submission with my feedback and comments.
Given the hundreds, if not thousands, of miles between the tutor and the tutee, developing further dialogue on social justice issues can be stifled as students return back to their routine lives. Yet, I believe very strongly that online writing center tutors must incorporate this positivity and vibrant energy into their feedback to promote ongoing learning for the student.
Another challenge that online campus writing centers and online peer tutors face is information overload for the student. To combat this, online writing center tutors must be able to phrase and message relevant information in easily digestible ways within their online sessions (Barker, 2002). Modeling necessary changes and explaining why in a concise, clear manner can facilitate learning for the student. For example, if a student is having reoccurring challenges with APA in-text citations, rather than just sending them five links to online websites for APA style, the tutor must be able to filter the links before sharing only the one or two most relevant links along with providing a clear, specific explanation and modeling a correction. In this manner, the tutor’s role is to direct and guide students to resources as needed and to model changes in order to set the example. Tutors within the online setting should also take the time to understand and learn about the individual study and learning strategies of their tutees. This can be done by asking questions before the session via email, connecting with the tutee by phone, and starting a virtual video tutoring session with a casual, introductory conversation. Not only will this help with rapport, it yields higher student retention (Jelfs, Richardson, & Price, 2009). When the student feels like more than “just a paper submission,” they will feel empowered and encouraged to return back for feedback. They will feel valued when their tutor remembers their name, individual learning style, and manner by which they most appreciate feedback. It is then that we can begin the process of developing them as writers by leveraging the relationship and the meaningful dialogue that has developed.
So, the next time you hop online to see what’s happening in the world, to plan an event, or to order your groceries, take a moment to think about how you can leverage that technology to impact the development and growth of the writers with whom you work. Will we choose to view the distance as a limitation or as an opportunity? We, as tutors, have an obligation to meet the needs of the rapidly changing learning environment, so let’s open our virtual doors to those students needing support while enrolled in online programs. Writing centers for online programs are most certainly a part of the rapidly changing learning environment, and as such, tutors have the opportunity to help students achieve success both inside and outside of the classroom through meaningful support, feedback, and tutoring.
References
Barker, P. (2002). On being an online tutor. Innovations in Education and Teaching International, 39(1), 3-13.
Jelfs, A., Richardson, J., & Price, L. (2009). Student and tutor perceptions of effective tutoring in distance education. Distance Education, 30(3), 419-441.
Turrentine, P., & MacDonald, L. (2006). Tutoring online: Increasing effectiveness with best practices. National Association for Developmental Education Digest, 2(2), 9-18.
Snyder, T.D., de Brey, C., & Dillow, S.A. (2018). Digest of education statistics 2016 (NCES Report No. 2017-094). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
Author Biography
Saajan Bhakta has earned his bachelor’s in psychology, master’s in criminal justice, and is currently finishing his PhD in psychology. His research areas include neuropsychology and cross-cultural psychology. In 2010, he founded the nonprofit organization, PovSolve. PovSolve is a registered 501c3 nonprofit organization making positive change by raising money and creating awareness for human suffering. PovSolve works on the international scale to meet the basic human needs of those living in poverty. PovSolve focuses on food, water, education, healthcare, and shelter. They have raised over $120,000, impacted over 39,000 lives, and inspired over 2,000 people to aid the cause. Over the last several years, PovSolve has funded the construction of a school in Africa, built a hospital in India, built water wells throughout Kenya, and fed thousands of hungry individuals around the world.
His book, Be Your Own Hero, an inspirational book about life, was published on March 1, 2014. All proceeds from book sales are being used to provide lifesaving medical procedures to those living in poverty around the world. He travels around the nation as a professional inspirational speaker speaking at various conventions, conferences and events to diverse audiences ranging from college students and cancer researchers to business leaders. He is passionate about mental health, and he truly enjoys spreading light and awareness using his personal story as a platform for inspiration.