Tutoring in Canadian Adult Education Settings: A Program Overview

Abstract

<p class="MsoNormal" style="margin: 6pt 0cm; mso-para-margin-bottom: .5gd; mso-para-margin-top: .5gd; mso-para-margin-right: 0cm; mso-para-margin-left: 0cm;"><span style="font-size: 12pt; color: #0d0d0d; mso-themecolor: text1; mso-themetint: 242;" lang="EN-US"><span style="font-family: Times New Roman;">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.<span style="mso-spacerun: yes;">&nbsp; </span>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. </span></span></p