Abstract
Herein the nature of adult learners was explored via a historical review of how tutoring systems have evolved in spite of common problems encountered in adult tutoring. Perceptions of tutoring, and tutor training programs have been examined via the experiences of Canadian tutors working in learning support centers while offering face to face and virtual learning supports. The nature of the adult learner, in contrast to tutor training, the experiences of tutors, and tutoring supports commonly offered to adult learners was examined within a Canadian context. Recent changes in learning supports offered to adults as well as advantages and advancements in tutor programs were presented and reviewed. The evolution of the tutor model was detailed in light of technologic advancements that culminate in a discussion of what areas still need to be researched and evaluated to move tutoring into the future.
Highlights
The purpose of this paper is to explore tutoring in an adult education setting which looks and feels quite different than it does in elementary and secondary settings
We present a historical view of tutoring and contrast this with the current widespread use of tutoring which we suggest is a relatively recent attribute within Canada; especially within the Canadian college landscape
“The tutoring industry has recently received increasing attention and undergone significant growth in North America, [as] . . . the number of tutoring companies grew between 200% and 500% in major Canadian cities during the 1990s” (Canadian Council on Learning, 2007, p.1)
Summary
The purpose of this paper is to explore tutoring in an adult education setting which looks and feels quite different than it does in elementary and secondary settings. Canadian colleges responded by adding staff to meet the demands of students (Jelfs, Richardson, & Price, 2009). Tutoring at the college level is somewhat unique, for instance the first difference often noticed is the often substantial age gap between the tutor and the tutee. Sometimes the tutor is younger than the tutee even though the tutee is typically 18 to 24 years of age (Canadian Council on Learning, 2007). Often tutor pairs are from differing ethnic backgrounds and they may not share the same first language (culture). As adult education institutions reach out to diverse student populations, the need for academic support increases. We must ask questions about the learner’s readiness for learning, access to, and familiarity with the technology required, proficiency in the language of instruction, individual learning style, and educational goals, as well as about how aspects of the individual’s culture can affect learning. (p. 368)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
