According to Vygotsky's theory, what moves a learner closer to independent task completion?

Vygotsky's theory emphasizes the importance of social interaction and the role of more knowledgeable others (MKO) in the learning process. In this context, adult assistance plays a crucial role in guiding learners through their Zone of Proximal Development (ZPD), which is the difference between what a learner can do independently and what they can do with help. When an adult provides assistance, they can tailor their guidance to the learner's current level of understanding, helping them acquire skills and knowledge that they can later apply independently.

This process involves scaffolding, where the adult offers support that is gradually removed as the learner becomes more competent, ultimately leading to greater independence and confidence in completing tasks. Thus, adult assistance directly facilitates learning in a way that empowers students to complete tasks independently in the future.

While peer collaboration and self-study have their benefits, they do not align as closely with Vygotsky's emphasis on the importance of guided instruction from a more experienced individual. Cursory feedback may not provide sufficient depth of support to help learners progress in a meaningful way.