Virtual tutoring programs like AirReading have evolved significantly since their initial implementation during the early stages of the pandemic. When Amanda Neitzel first evaluated the program two years ago, she found that it offered only modest results for one semester of live virtual reading tutoring [1]. However, despite these initial findings, the program has continued to be used and refined over time.
Educators have generally welcomed the flexibility and accessibility provided by virtual tutoring. It allows students who may not have access to in-person tutors or those with special needs to receive personalized educational support remotely [2]. Moreover, virtual tutoring can reach a broader audience, including students in remote areas or those attending schools where specialized resources are limited.
Critics argue that live virtual tutoring lacks the personal interaction and immediate feedback that traditional face-to-face tutoring provides. They suggest that while virtual tutoring has its benefits, it may not fully replicate the effectiveness of in-person interactions [1]. Some educators also express concerns about potential distractions for students during online sessions.
Despite these criticisms, there is a growing consensus among many educational experts that virtual tutoring can be an effective supplement to traditional education methods. It offers opportunities for personalized learning and can help bridge gaps in access to specialized resources [2].