Learning from human tutoring Academic Article uri icon


  • AbstractHuman onetoone tutoring has been shown to be a very effective form of instruction. Three contrasting hypotheses, a tutorcentered one, a studentcentered one, and an interactive one could all potentially explain the effectiveness of tutoring. To test these hypotheses, analyses focused not only on the effectiveness of the tutors' moves, but also on the effectiveness of the students' construction on learning, as well as their interaction. The interaction hypothesis is further tested in the second study by manipulating the kind of tutoring tactics tutors were permitted to use. In order to promote a more interactive style of dialogue, rather than a didactic style, tutors were suppressed from giving explanations and feedback. Instead, tutors were encouraged to prompt the students. Surprisingly, students learned just as effectively even when tutors were suppressed from giving explanations and feedback. Their learning in the interactive style of tutoring is attributed to construction from deeper and a greater amount of scaffolding episodes, as well as their greater effort to take control of their own learning by reading more. What they learned from reading was limited, however, by their reading abilities.

published proceedings

  • Cognitive Science

altmetric score

  • 65

author list (cited authors)

  • Chi, M., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G.

citation count

  • 488

complete list of authors

  • Chi, Michelene TH||Siler, Stephanie A||Jeong, Heisawn||Yamauchi, Takashi||Hausmann, Robert G

publication date

  • July 2001