Abstract
The Covid-19 pandemic has disrupted traditional approaches to education and forced educators to adopt and adapt technologies to allow institutions to remain open, offer courses and other services to enable students to continue their education. This rapid shift to online teaching and learning has shone a light on the need for institutions to support students in working out how to maintain autonomy through meaningful interaction in the online world. In this paper we discuss the transition of a face-to-face university writing center to a synchronous online writing center that is hosted in the videoconferencing application Zoom. In doing this we explain the rationale that informed our thinking throughout the transition process and how sound pedagogical principles and a focus on the student experience guided our decision-making. Preliminary findings regarding how self-regulated learning was maintained and nurtured in the virtual writing center are presented and discussed.
Highlights
For more than 15 years, the Faculty of Liberal Arts’ (FLA) writing center at Sophia University located in Tokyo, Japan has provided English writing support in English for its high English-proficiency students, who are predominantly Japanese
Guided by our understanding of the self-regulated learning literature we considered that students would need to think about and plan in more detail for their online writing center tutorial
The focus of this paper is not to construct catch-all categories for every goal given, nor is it to construct idiosyncratic classes of goals that are entirely unique; rather, the purpose of highlighting these three patterns is to note a selection of goal statements that speak to supporting self-regulated learning through the virtual writing center
Summary
For more than 15 years, the Faculty of Liberal Arts’ (FLA) writing center at Sophia University located in Tokyo, Japan has provided English writing support in English for its high English-proficiency (average TOEFL score 105) students, who are predominantly Japanese. Guided by our understanding of the self-regulated learning literature we considered that students would need to think about and plan in more detail for their online writing center tutorial.
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