Date of Conferral

8-8-2025

Degree

Ph.D.

School

Education

Advisor

Amy White

Abstract

The problem investigated in this study was that low-level writing skills among postsecondary, non-traditional students contributed to poor essay grades, a lack of persistence, and low test scores, resulting in increased drop-out rates. A college writing center in a large city in the Northeastern United States developed an innovative, asynchronous tutorial to improve students' writing skills. The purpose of this basic qualitative study was to explore the experiences of non-traditional students at a four-year college regarding an on-demand asynchronous writing tutorial offered by the college writing center. The technology acceptance model was used to frame the study because it has a focus on two constructs: perceived usefulness and perceived ease of use. Three research questions were used to explore student experiences, benefits, and challenges with the writing tutorial. Data were collected through 12 semistructured interviews with non-traditional students at a four-year college. The thematic analysis using open coding yielded four themes about the ways students (a) accessed and used the writing video, (b) articulated specific positive outcomes related to writing, (c) were able to reflect on their learning and apply it to various settings, and (d) described challenges related to academic and personal issues. The findings from this study may promote positive social change by providing educators, including writing center staff, with information about the benefits of using strategies that foster critical thinking and extend writing beyond the classroom. Non-traditional students can benefit from clear opportunities to develop their written communication skills, which may promote success in college and in future careers.

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