Communicating with Adult Learners in the Online Writing Lab: A Call for Specialized Tutor Training for Adult Learners

Is This a Real Person? A Tutor's Response to Navigating Identity in the Spaces of a Synchronous Electronic Writing Center

Internet-Based Workplace Communications ◽

10.4018/978-1-59140-521-4.ch011 ◽

2011 ◽

pp. 231-260

Author(s):

Amy Lee Locklear

Keyword(s):

Writing Center ◽

Pedagogical Issues ◽

Tutor Training ◽

Online Identity ◽

Online Writing ◽

Face To Face ◽

Electronic Writing ◽

Real Person ◽

Identity Perception ◽

Synchronous Online

This chapter explores some of the theoretical and pedagogical issues that emerged from a study of identity, collaboration, and discourse methods in synchronous online writing center tutoring. Based on a newly introduced online component of an established university writing center, the premise of this study was to advance tutor training in the context of transferring traditional face-to-face (F2F) methodology to a synchronous terminal-to-terminal environment in a way that effectively preserved the integrity of dialogic collaboration. What emerged became a study of the rhetoric of face and space, in which an understanding of the complexities of online identity perception and projection becomes key to adapting existing F2F tutoring methods to online space in a way that promotes pedagogically sound discourse and learning.

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Developing sound tutor training for online writing centers: creating productive peer reviewers

Computers and Composition ◽

10.1016/s8755-4615(00)00034-7 ◽

2000 ◽

Vol 17 (3) ◽

pp. 245-263 ◽

Cited By ~ 11

Author(s):

Lee-Ann M Kastman Breuch ◽

Sam J Racine

Keyword(s):

Writing Centers ◽

Tutor Training ◽

Online Writing ◽

Peer Reviewers

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Socio-demographic influences on language structure and change: Not all learners are the same

Behavioral and Brain Sciences ◽

10.1017/s0140525x15000710 ◽

2016 ◽

Vol 39 ◽

Author(s):

Till Bergmann ◽

Rick Dale ◽

Gary Lupyan

Keyword(s):

Adult Learners ◽

Large Share ◽

Demographic Differences ◽

Language Structure

AbstractThe Now-or-Never bottleneck has important consequence for understanding why languages have the structures they do. However, not addressed by C&C is that the bottleneck may interact with who is doing the learning: While some languages are mostly learned by infants, others have a large share of adult learners. We argue that such socio-demographic differences extend and qualify C&C's thesis.

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Learning Motivation of Adults Involved in AAC Intervention

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac20.2.69 ◽

2011 ◽

Vol 20 (2) ◽

pp. 69-74 ◽

Cited By ~ 3

Author(s):

Amber Thiessen ◽

Christy Horn ◽

David Beukelman ◽

Sarah E. Wallace

Keyword(s):

Adult Learners ◽

Augmentative And Alternative Communication ◽

Learning Motivation ◽

Alternative Communication ◽

Key Characteristics

Abstract The augmentative and alternative communication (AAC) personnel framework identifies the various types of people involved in successful AAC interventions. The purposes of this article are to summarize information in the AAC intervention literature that documents the role and impact of various AAC personnel, describe key characteristics of adult learners, and review research that focuses on learning motivations and preferences of adults within the AAC framework.

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