Cons and Pros with Online Tutoring


The aspect of asynchronous online tutoring I feel most concerned about is the complexity of establishing a genuine rapport with the students. In both teaching Interpretation of Literature and working in the Writing Center, I find that creating a comfortable and safe dynamic with the students right at the outset is central for making it easier for them to hear and digest constructive criticism. I really appreciated Ryan and Zimmerelli’s promise that we will become like pen pals with our online students. Knowing the manner in which many students respond to feedback in online English classes, though, as well as remembering Fei’s irritation with many of her online tutors’ comments on her work, I have to admit that I’m doubtful that’s quite the right comparison. I did, however, appreciate many of the tips offered, such as beginning responses with some personal background to help the writing center student know a bit about the person offering feedback on their work. I’m wondering what other ways we might best assist only writing students in feeling comfortable with us and our voices.

I can see many benefits of using this system as well. I can see it as especially helpful for students who learn better seeing things written down rather than hearing them. And I think there is a lot to be said for L2 students who can take their time reading and even translating the feedback if necessary (though of course this raises its own dangers as well since they can’t as easily ask for clarification on comments that may be worded confusingly). And I can certainly see the benefits of being able to just spend time completely focused on the document itself. This can also, in some instances, better replicate the eventual circumstances under which the student’s writing will be encountered. Some of these documents will be read by people who have no rapport with the students and who will just be approaching the work itself.

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