Travis N. Thurston, Kacy Lundstrom, and Christopher González
Utah State University
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College students have long used community-based practices such as study halls, review sessions, study groups, homework buddies, and the like as academic strategies to support their learning (Hogan, 1999; Madland & Richards, 2019; Thalluri et al., 2014). With increased access to online conferencing capabilities, working in community has been adapted by faculty who have used the technology to participate in virtual write-on-sites, writing retreats and writing sprints. Thus, it is no surprise that both faculty and learning centers saw the potential for creating virtual spaces for students to work together.
Campbell, R., & Kelly, K. (2021). Conducting guided, virtual homework sessions to support student success during COVID campus closures. In Thurston, T. N., Lundstrom, K., & González, C. (Eds.), Resilient pedagogy: Practical teaching strategies to overcome distance, disruption, and distraction (pp. 225-239). Utah State University. https://doi.org/10.26079/a516-fb24.