Beyond Convenience: A Mixed-Methods Study of Asynchronous Multimodal Tutoring and Its Impact on Understanding and Connection

Although traditional asynchronous tutoring is associated with text-based communication, writing centers are beginning to experiment with asynchronous multimodal tutoring with the assistance of accessible and interactive multimedia technologies and instructional platforms like VoiceThread. Using a mixed-methods approach of surveys and interviews of undergraduate students at a Hispanic Serving Institution (HSI), this study explores the potential benefits of asynchronous multimodal tutoring beyond access and convenience: We examine why students choose to submit their papers for asynchronous multimodal feedback, and whether they perceive that the multimodal aspect of the feedback improves their understanding and enhances their connection with tutors.