Vygotsky, Tutoring and Learning

Abstract

This paper starts with a selective examination of research into individualised tutoring. We articulate theoretical and empirical evidence to support the conclusion that a set of common principles governs such tutoring. These principles apply to the provision of tutorial support for preschool aged children through to adult learners in a number of domains. In support of these claims, we bring together and relate research and theory from both face to‐face teaching and computer‐based tutoring situations. However, we also try to articulate some of the limits of our current knowledge. We suggest that the principles identified apply mainly to procedural learning in well‐structured domains. We examine the idea that other learning goals, such as the development of skills in self‐regulation, need to be derived from a different model of the learning process.