Instruction Based on Tutoring

Graesser, A. C., D’Mello, S.K., Cade, W. (in press). Instruction based on tutoring. In R.E. Mayer and P.A. Alexander (Eds.), Handbook of Research on Learning and Instruction. New York: Routledge Press.

http://epistemicgames.org/eg/wp-content/uploads/graesser-handbook-GDC-Mayer-Alexander-010810.pdf

This chapter reviews research on human tutoring, a form of one-on-one instruction between a tutor and a tutee. In most cases the tutor is knowledgeable about the subject matter and helps the tutee (i.e., the student) improve mastery of the knowledge base or skill. However, sometimes the tutor is a peer of the tutee who plays the role of a tutor, even though the tutor and tutee are at approximately the same level of subject matter mastery. The hope is that the tutorial session is tailored to the needs of the individual student by building on what the student already knows, filling in gaps in knowledge, and correcting conceptual errors. We distinguish between tutors and mentors, although the distinction is not entirely clear-cut. A tutor typically is an expert on a particular subject matter and has a tight control over the tutorial session — turn by turn and moment by moment. In contrast, a mentor has a broader repertoire of knowledge, skills, and wisdom, with only occasional suggestions to the student as the student proceeds with a more self-regulated agenda.