The study by Graesser and Person investigates the frequency and quality of questions asked during tutoring sessions for college students learning research methods and seventh graders learning algebra. It contrasts these with the frequency and quality of questions in classroom settings. Student questions were found to be significantly more frequent in tutoring than in classrooms, while tutor questions were only slightly more frequent than teacher questions. Questions were analyzed based on their specification, content, and generation mechanism to assess their quality. Student achievement was positively correlated with the quality of student questions after some tutoring experience, but not with the frequency of questions. Students partially self-regulated their learning by identifying knowledge gaps and asking questions to address them, but needed training to improve these skills. The study highlights the importance of question-asking in learning, noting that it is a central component in theories of learning, cognition, and education. However, student questions in classrooms are often infrequent and unsophisticated. The low frequency and quality of student questions can be attributed to three barriers: difficulty in identifying knowledge deficits, social barriers, and a lack of good questioning skills. Tutoring environments may remove these barriers, allowing students to ask more questions and engage in active learning. The study found that tutoring sessions had a higher frequency of student questions compared to classroom settings. The quality of student questions was also positively correlated with academic achievement. The study used a theoretical framework to analyze questions based on content, generation mechanism, and specification. It identified different types of questions, including knowledge-deficit, common-ground, and social-coordination questions. The results suggest that tutoring environments can facilitate more effective questioning and active learning compared to traditional classroom settings. The study also highlights the need for training in questioning skills to improve student learning outcomes.The study by Graesser and Person investigates the frequency and quality of questions asked during tutoring sessions for college students learning research methods and seventh graders learning algebra. It contrasts these with the frequency and quality of questions in classroom settings. Student questions were found to be significantly more frequent in tutoring than in classrooms, while tutor questions were only slightly more frequent than teacher questions. Questions were analyzed based on their specification, content, and generation mechanism to assess their quality. Student achievement was positively correlated with the quality of student questions after some tutoring experience, but not with the frequency of questions. Students partially self-regulated their learning by identifying knowledge gaps and asking questions to address them, but needed training to improve these skills. The study highlights the importance of question-asking in learning, noting that it is a central component in theories of learning, cognition, and education. However, student questions in classrooms are often infrequent and unsophisticated. The low frequency and quality of student questions can be attributed to three barriers: difficulty in identifying knowledge deficits, social barriers, and a lack of good questioning skills. Tutoring environments may remove these barriers, allowing students to ask more questions and engage in active learning. The study found that tutoring sessions had a higher frequency of student questions compared to classroom settings. The quality of student questions was also positively correlated with academic achievement. The study used a theoretical framework to analyze questions based on content, generation mechanism, and specification. It identified different types of questions, including knowledge-deficit, common-ground, and social-coordination questions. The results suggest that tutoring environments can facilitate more effective questioning and active learning compared to traditional classroom settings. The study also highlights the need for training in questioning skills to improve student learning outcomes.