Department/School
Leadership; Teacher Education
Date of this version
2019
Document Type
Article
Keywords
digital tutoring, social capital, pedagogy, after-school programs
Abstract
Historically, tutoring has been considered an effective way of assisting academically challenged students. After-school digital tutoring programs that foster the development of social capital could provide academic and social support for struggling students in remote areas. However, research on how after-school digital tutoring programs can foster social capital development is sparse. In this study, we used the perspective of social capital theory to examine the factors that shaped student-learning experiences in an E-Tutor Program. Specific attention was given to the types of and the strategies for developing social capital. The study utilized a case study approach to analyze data collected from interviews, documents, and observations. The findings carry programmatic implications that emphasize the importance of care pedagogy and adult connection to support student growth in similar programs.
DOI
10.18785/jetde.1201.01
Volume
12
Issue
1
Published in
Journal of Educational Technology Development and Exchange
Included in
Educational Administration and Supervision Commons, Educational Leadership Commons, Leadership Studies Commons, Teacher Education and Professional Development Commons
Citation/Other Information
Chou, C. C., Chuang, H.-H., & Wharton-Beck, A. N. (2019). Fostering the development of social capital to enrich student experiences through after-school digital tutoring programs. Journal of Educational Technology Development and Exchange, 12(1), 1-16. https://doi.org/10.18785/jetde.1201.01