A Qualitative Study of Kindergarten Through Grade 6 Tutors’ Experiences Implementing Synchronous, One-On-One Online Tutoring as Literacy Intervention
DOI:
https://doi.org/10.24059/olj.v29i2.4469Keywords:
intervention, literacy, online, qualitative, synchronous, tutoringAbstract
Abstract
This basic qualitative study explored the perceptions of 20 online literacy tutors within the United States on the benefits and challenges of implementing synchronous, one-on-one online tutoring for literacy intervention to kindergarten through Grade 6 students and what they feel are elements contributing to success as they engage in this instructional format. Three research questions guided this study. Data were collected via an open-ended, online, confidential Qualtrics questionnaire and analyzed using manual qualitative coding. Findings revealed five themes related to benefits, challenges, and contributors to success, including pedagogy, technology, physical distance, accessibility, and intimacy and familiarity.
Keywords: intervention, literacy, online, qualitative, synchronous, tutoring
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