• Marium Din

  Author

The present study aimed at exploring how peer tutoring (Scaffolding) can be
incorporated through synchronous and asynchronous modes of interaction for increasing
learning in distance education. Qualitative approach was employed to reach to results and
conclusions. The focus of the study was on highlighting the concept of zone of proximal
development, and scaffolding in relation to peer tutoring. It also addresses synchronous and
asynchronous modes of on-line interaction which may be employed successfully in order to
increase learning opportunities in distance education. Scaffolding is a teaching strategy that is
based upon Vygotsky’s concept of Zone of Proximal development. The results revealed that
scaffolding is very much effective in supporting the learners by providing adjustable support
according to needs of individual learner by any other skilled person. Peer tutoring is one form of
scaffolding where peers learn from more skilled peers. There is the great need to introduce the
concept of peer tutoring both in formal and non-formal education in developing countries as
well. Scaffolding is/ can successfully be incorporated through synchronous and asynchronous
modes of interaction in distance education. It is organized informally, non-formally and formally
in universities for providing distance education.

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