This thesis studies two projects where Windows Live Messenger is used in order to assist, coach and tutor students in mathematics. The study takes its theoretical basis in the socio cultural theories and Vygotskijs theory of the proximal development zone. A combination of self-studies and assisted learning is crucial according to Vygotskij.

Homework is a popular tool in the Swedish educational system even though its effects on the individual learning are sometimes questioned. Social, economic and sometimes ethnic factors result in very different conditions for different individuals. The two studied projects tries to bridge these differences by providing coaching and assistance remotely using computers and instant messaging technology.

The thesis shows that the coaching is popular with the students because of the easy access to help and because they get good help from the coaches. The usage pattern however seems to fit both the strong and the weak students.

The study also shows that the homework help which is provided by the projects is used both by people that have access to other means of tutoring and help and those who don’t. So this form of coaching may also provide a good complement to traditional one to one teaching with real life meetings.