%0	Journal Article
%A	Stenbom, Stefan
%A	Hrastinski, Stefan
%A	Cleveland-Innes, Martha
%C	Sweden, Europe
%D	2012
%G	English
%J	Journal of Asynchronous Learning Networks
%K	online coaching
%K	online learning
%K	relationship of inquiry
%K	community of inquiry
%K	student-student online coaching
%P	37-48
%T	Student-Student Online Coaching as a Relationship of Inquiry: An Exploratory Study from the Coach Perspective
%U	https://files.eric.ed.gov/fulltext/EJ1000089.pdf
%V	16
%X	There are comparatively few studies on one-to-one tutoring in online settings, even though it has been found to be an effective model. This paper explores student-student online coaching from the coach perspective. The empirical case is the project Math Coach, where K-12 students are coached by teacher students using instant messaging. This research is an adaptation of the community of inquiry model to an online coaching setting, which we refer to as a relationship of inquiry. The adapted model was used to gain a better understanding of the practice of online coaching by exploring the extent to which cognitive, social, and teaching presence exists in this case of online coaching. A relationship of inquiry survey was distributed to and answered by all active coaches (N = 41). The adapted cognitive, social and teaching presence measures achieved an acceptable level of reliability. Differences between three presences, and their respective sub-categories, demonstrate a unique pattern of interaction between coaches and coachees in the online coaching environment. Findings suggest the online inquiry model fits as well for a relationship of inquiry as it does for a community of inquiry. The model provides valuable information for better understanding of online coaching.
%@	1939-5256
%*	yes