ABSTRACT
The kinds of expert guidance provided to less experienced workers will have a direct influence on the quality of learning in the workplace. In particular, guidance in the form of direct interactions and collaborative problem-solving can help develop the robust knowledge required for vocational expertise. Three levels of guidance have been identified as constituting this role: organising and managing learners' experiences in the workplace; close guidance in the development of procedures and understanding associated with work practice; and the development of self-regulated learning and the transfer of working knowledge to new tasks and other workplaces. Learning is an active process which is influenced by external contributions but ultimately determined and regulated by individuals. These realisations have led to the conclusion that the effectiveness of direct teaching may have been overestimated. Modelling is the process whereby experts perform a task with learners observing and building a mental model of the demonstrated task and the requirements for performance.
