Tutorial instruction

One thing we seem to know about learning from research, experimentation and practice is that tutorial instruction is effective. Researched and discussed by Benjamin S. Bloom. Properly understanding this concept will be key to fostering effective learing in a Web 2.0 or Cloud based world. Much of what goes on in classrooms today is something other than tutorial learning. Therefore, by definition, what is going on is something less the most effective form of learning.

It seems that concepts like this are either not understood, or are misunderstood; and worse yet, misapplied. Therefore, perhaps the first order of business on the subject needs to be to deconstruct the concept. By stating what tutorial instruction is not we can better define what it is. This way we are not about the business of assuming what we do contitutes tutorial learning.

Among the many things tutorial instruction is not, it is not lecture, it is not voice-over PowerPoints, it is not chats, office hours, nor instructor feedback. Again, much of what is going on under the umbrella of education is not tutorial instruction. In fact, much of what is being done in the name of education detracts and distracts from engaging in tutorial instruction. They are "lesser order" activities, if you will, in that they are less effective than tutorial instruction. They are not as impactful and have less academic value. None the less they seem to prevail. Probably the most damaging term that seves to actually prevent tutorial instruction is the term "Quality." This term is used to justify and/or mandate lesser order practices. Despite it's banishment in 1992 by Lake Superior State University, this is still a frequently occuring word in higher education or education in general.

Benjamin S. Bloom Educational Researcher Vol. 13, No. 6 (Jun. - Jul., 1984), pp. 4-16