Tutoring in Higher Education during COVID-19: Lessons from a Private University's Transition to Remote Learning. Issue 1 (2nd January 2022)

• Record Type: Journal Article
• Authors: Van Maaren, John; Jensen, Magdalene; Foster, Anna
• Is Part Of: Journal of college reading and learning. Volume 52:Issue 1(2022)
• Page Start: 3
• Page End: 22
• Publication Date: 2022-01-02
• Subjects: Student support services and tutoring -- program assessment and evaluation -- peer education and peer-to-peer learning; Reading (Higher education) -- Periodicals; Reading -- Periodicals; Reading; Reading (Higher education); Electronic journals; Periodicals; 428.406
• DOI: 10.1080/10790195.2021.2007175
• Languages: English
• ISSNs: 1079-0195

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.