Most educators would agree that the ideal learning situation would be one in which each student had his or her own personal instructor. In fact, achievement test scores of the average student in a one-to-one tutoring situation are typically about two standard deviations higher than the average student in a conventional class with an instructor and 30 or so students (see Bloom, 1984 for a review of the relevant empirical research). In other words, the average student who is exposed to the feedback and in-dividualized corrective instruction thczt is characteristic of a one-to-one tutor situation is likely to outperJforrn 98 percent of the students in conven-tional classes. These findings suggest two important conclusions: (1) the vast majority of smdents are capable of high levels of achievement when they receive sufficient personal attention, feedback, and individualized cor-rective instruction and (2) the tremendous challenge that faces educators to-day is the development of instructional formats that are as cost effective as classroom instruction but that, nonetheless, produce the informational and motivational conditions that naturally occur in a one-to-one tutorial situa-tion. The purposes of the present paper are to: (1) outline the key characteristics that promote learning in a one-to-one tutoring situation, (2) compare these with the interpersonal and informational process that are produced by three widely used instructional formats: conventional classroom instruction, mastery learnmg, and cooperative learning (i.e., per-manent small groups within the classroom) and, (3) describe a recently developed instructional process that produces a learning situation similar to one-to-one tutoring by utilizing the activity sequence of mastery learning, heterogeneous learning teams, and a unique testing/feedback system that employ both individual and group exams.
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