A study of users and nonusers of writing, math, and library tutoring inspires a dialogue around how to engage more students of diversity to take advantage of available online resources. This study demonstrated that many students who are most at-risk do not reach out for assistance. What can be done?
Who Is Using Online Tutoring Supports and How Do We Engage More Learners?
This brief overview of a study of the users and nonusers of writing, math, and library tutoring is used to inspire a dialogue around how to engage more students of diversity to take advantage of available resources. This study involved a large number of online learners across academic programs, and demonstrated that many students who are most at-risk do not reach out for assistance. This research is used to solicit ideas around why this is the case, and what can be done to get supports into the hands of those who need it most. Possible explanations may include varying comfort levels associated with asking for assistance, fear of exposing weaknesses, insensitive user interfaces, and lack of socialization of resources. A comparison of cultural and behavioral characteristics between users and nonusers is included.
Outcomes include inspiring participants to reflect from the perspective of learners of diversity, increasing the development of creative and collaborative solutions, and fostering next steps in terms of research. The presenter shares potential solutions and perspectives to increase awareness of the issue and find effective strategies to help ALL learners succeed.
Materials will be shared prior to the conference and posted on the conference website. Participants of higher education are encouraged to attend.