Bridging the Digital Divide: Telephone Tutoring at the Center

Autor/in	Nejezchleb, Amy
Titel	Bridging the Digital Divide: Telephone Tutoring at the Center
Quelle	In: Communication Center Journal, 6 (2020) 1, S.41-61 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2575-694X
Schlagwörter	Access to Computers; Disadvantaged; Tutoring; Tutors; Writing Instruction; Nontraditional Students; Graduate Students; Undergraduate Students; Adults; Student Motivation; Preferences; Telecommunications; Videoconferencing; Electronic Learning; Internet; Distance Education; COVID-19; Pandemics; Career Development; Educational Background; Socioeconomic Background; Handheld Devices; Foreign Countries; Canada (Toronto); Nebraska + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Förderlehrer; Lehrender; Tutor; Schreibunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schulische Motivation; Telekommunikationstechnik; Distance study; Distance learning; Fernunterricht; Berufsentwicklung; Vorbildung; Sozioökonomische Lage; Ausland
Abstract	The Coronavirus has laid bare what unequal technology access looks like in the United States. Conversely, the phone's consistency and richness offers college students a way to bridge the digital divide. The irony of returning to old technology like telephony is not lost on communication centers in 2020, yet if everyone is to access education equitably, the modification of a phone number to call helps tutors meet underrepresented student populations where they are. This essay will explore the demographics of telephone tutees in a writing center via a year-long study carried out by the author from 2018-2019 to understand why having a number to call helped a writing center reach specific populations (Nejezchleb, 2020). The essay will trace the academic needs of these populations for communication centers to help grapple with why the phone may mesh well for students at a distance, for those with busy work schedules, and for historically marginalized populations. At a distance, the phone or two-way audio session can instill traits similar to face-to-face tutoring and works similarly to the videoconference session but with benefits of its own. Finally, the author will offer training strategies to supplement existing tutoring formats with telephone services in writing and communication centers. The author argues why the phone should prompt educators to rethink their assumptions regarding what it means to be online, how learning should take place, and who has access. (ERIC).
Anmerkungen	National Association of Communication Centers. 738 South Mason Street MSC 1023, Harrisonburg, VA 22807. e-mail: ccj_editor@uncg.edu; Web site: http://libjournal.uncg.edu/ccj/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01