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SYNCHRONOUS ONLINE PEER TUTORING VIA VIDEO CONFERENCING TECHNOLOGY: an EXPLORATORY CASE STUDY by Christopher David Smith a Disse

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SYNCHRONOUS ONLINE PEER TUTORING VIA VIDEO CONFERENCING TECHNOLOGY: an EXPLORATORY CASE STUDY by Christopher David Smith a Disse SYNCHRONOUS ONLINE PEER TUTORING VIA VIDEO CONFERENCING TECHNOLOGY: AN EXPLORATORY CASE STUDY by Christopher David Smith A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Technology Boise State University August 2018 Christopher David Smith SOME RIGHTS RESERVED This work is licensed under a Creative Commons Attribution-Noncommercial- Share Alike 3.0 License. BOISE STATE UNIVERSITY GRADUATE COLLEGE DEFENSE COMMITTEE AND FINAL READING APPROVALS of the dissertation submitted by Christopher David Smith Dissertation Title: Synchronous Online Peer Tutoring Via Video Conferencing Technology: An Exploratory Case Study Date of Final Oral Examination: 25 April 2018 The following individuals read and discussed the dissertation submitted by student Christopher David Smith, and they evaluated his presentation and response to questions during the final oral examination. They found that the student passed the final oral examination. Patrick R. Lowenthal, Ph.D. Chair, Supervisory Committee Chareen Lee Snelson, Ed.D. Member, Supervisory Committee Dazhi Yang, Ph.D. Member, Supervisory Committee The final reading approval of the dissertation was granted by Patrick Lowenthal, Ph.D., Chair of the Supervisory Committee. The dissertation was approved by the Graduate College. DEDICATION I dedicate this dissertation to my wife Caroline, our two children Savannah and Maggie, and my late mother-in-law Peggy Kirby. Caroline, Savannah, and Maggie have been there to love and support me every step of the way throughout my doctoral studies. While my mother-in-law Peggy was called to her heavenly home much too early and is not here to witness the final part of this academic journey, when she was with us, she was always very supportive and encouraged me every step of the way. This work is also dedicated to my parents, Thornton and Vera, who have always encouraged me to work hard, study, and accomplish my goals. They provided me a strong foundation upon which I have been able to use to pursue my personal, academic, and professional dreams. iv ACKNOWLEDGEMENTS First and foremost, I would like to thank God for granting me the wisdom, motivation, and support to pursue this academic program and fulfill the dissertation requirements. Without his guidance and blessings, this academic achievement would not have been possible. Secondly, I would like to thank Dr. Patrick Lowenthal for serving as the chairman of my dissertation committee and for the supervision and guidance he provided throughout this academic journey. I would also like to thank Dr. Dazhi Yang and Dr. Chareen Snelson for serving on my committee and helping to guide this study through the proposal, data collection, and final defense process. Together, all three members of my committed helped to increase the academic rigor and relevance of this study. Dr. Lowenthal and Dr. Yang were excellent with identifying gaps in my research and methodologies and making suggestions for closing those gaps to strengthen the study. Dr. Snelson helped guide me through the creation of a video analysis guide and with pinpointing specific first and second cycle coding strategies which really helped with the data analysis process. Third, I would also like to thank Old Dominion University for allowing me to work with their Peer Educator Program administrators to conduct this study. Jennifer Grimm (Director) and Taia Reid (Assistant Director) were both instrumental throughout the dissertation process. When I first reached out to Jenn, she immediately began responding to my requests for information about the possibility of pursuing this study v through ODU. She regularly responded to my emails, held meetings with school administrators to ensure all necessary permissions were granted, identified the pool of participants and talked to them about participating in the study, and helped to set up the in-person interviews. Taia was also just as fast to respond to email requests which included helping me to locate additional statistical and demographic data and finalizing the in-person interview schedule. Taia made time in her schedule to personally show me around the Peer Educator Program space on campus, provided me with a dedicated area for conducting the participant interviews, and introduced me to the peer tutors. This study would not have been possible without the efforts of Jennifer and Taia. I will be forever grateful for the assistance they provided throughout the entire year and a half long process. Finally, I would like to thank my parents, Thornton and Vera Smith, my wife Caroline, and our two daughters Savannah and Maggie for their continued encouragement and support. My parents instilled the importance of hard-work and dedication in me from a very young age and have been encouraging me through every step of my academic adventures. Caroline has supported me academically and emotionally throughout this program and the other post-secondary degrees and certificates I have earned during the ten years we have been together. Savannah and Maggie have provided an abundance of joy, laughter, love, and inspiration that helped me to get through even the toughest of times. vi ABSTRACT The objective of this study was to analyze the lived experiences of peer tutors who provide synchronous online tutoring services, at a large, accredited, public, four-year university located in the Middle Atlantic Region of the United States. An exploratory qualitative case study approach was used to conduct this study. The case chosen for this study consisted of a single holistic case that was both descriptive and intrinsic. Participants of the study consisted of students who were hired by the chosen university to serve as peer tutors as well as students that utilize the online peer tutoring service. Data collection and analysis for this study included semi-structured individual interviews and observations. Findings from this study were used to help improve and further expand the use of synchronous online peer tutoring in higher education. Keywords: synchronous online tutoring, peer tutoring, video conferencing vii TABLE OF CONTENTS DEDICATION ................................................................................................................... iv ACKNOWLEDGEMENTS .................................................................................................v ABSTRACT ...................................................................................................................... vii LIST OF TABLES ........................................................................................................... xiv LIST OF PICTURES ....................................................................................................... xvi CHAPTER ONE: INTRODUCTION ..................................................................................1 Statement of Problem ...............................................................................................4 Access to Academic Support Services .........................................................5 Delivery of Online Tutoring Services ..........................................................6 Commercial Synchronous Online Tutoring Programs .................................7 Online Tutoring Environment Experiences .................................................9 Need for Further Research .........................................................................10 Purpose of the Study ..............................................................................................10 Theoretical Framework ..........................................................................................12 Role Theory ...............................................................................................13 Social Cognitive Theory ............................................................................14 Research Questions ................................................................................................16 Sub Questions: ...........................................................................................16 Overview of Methods ................................................................................16 viii Chapter One Summary ...........................................................................................17 CHAPTER TWO: LITERATURE REVIEW ....................................................................19 Introduction ............................................................................................................19 College-Readiness, Academic Preparedness, and Persistence ..............................19 Effects of Academic Unpreparedness ........................................................21 Remedial and Developmental Courses ..................................................................22 Constraints of Remedial or Developmental Programs...............................23 Tutoring as an Academic Support Strategy ...........................................................24 Background of Tutoring .........................................................................................25 Purpose and Benefits of Tutoring ..........................................................................26 Types of Tutoring ..................................................................................................27 Peer Tutoring .............................................................................................28 Professional Tutoring .................................................................................28
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