Student-Student Online Coaching as a Relationship of Inquiry: An Exploratory Study from the Coach Perspective
Published | October 2012 |
Journal | Journal of Asynchronous Learning Networks Volume 16, Issue 5, Pages 37-48 |
Country | Sweden, Europe |
ABSTRACT
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.Keywords | online coaching · online learning · relationship of inquiry · community of inquiry · student-student online coaching |
CoI focus | Full model |
Methodology | Quantitative |
Population | K-12 |
Study design | Interview |
Instrument | Modified CoI survey |
Contribution | Empirical |
Sample size | 41 |
Study aim | "... to gain a better understanding of the practice of online coaching by exploring the extent to which cognitive, social, and teaching presence exist in this case of online coaching." |
Finding | "We suggest that the same three elements of cognitive, teaching and social presence are important elements to gain a better understanding of the practice of one-to-one online coaching." |
Language | English |
ISSN | 1939-5256 |
Refereed | Yes |
URL | https://files.eric.ed.gov/fulltext/EJ1000089.pdf |
Export | BibTex · EndNote · Tagged XML · Google Scholar |
Viewed by 0 distinct readers
COMMUNITY NOTES
The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the CoI editors.
POST A COMMENT
SIMILAR RECORDS
Emotional presence in a relationship of inquiry: The case of one-to-one online math coaching.
Stenbom, Stefan; Cleveland-Innes, Martha; Hrastinski, Stefan
Emotions have been confirmed to be a critical component of the process of learning. In the online Community of Inquiry theoretical framework, and the recently suggested online Relationship of Inquiry framework, emotions ...
Match: stenbom, stefan; hrastinski, stefan; cleveland-innes, martha; relationship; online coaching; relationship of inquiry; community of inquiry; sweden
Online question and answer sessions: How students support their own and other students' processes of inquiry in a text-based learning environment
Jansson, Malin; Hrastinski, Stefan; Stenbom, Stefan; Enoksson, Fredrik
Online tutoring has been found to have a positive impact on student learning in STEM education. The aim of this study was to explore how and to what extent students supported their own and other students' processes of ...
Match: stenbom, stefan; hrastinski, stefan; full model; community of inquiry; sweden
Revising the Community of Inquiry framework for the analysis of one-to-one online learning relationships
Stenbom, Stefan; Jansson, Malin; Hulkko, Annelie
In online learning research, the theoretical community of inquiry framework has been used extensively to analyze processes of inquiry among learners and instructors within a community. This paper examines a special case ...
Match: stenbom, stefan; relationship; online coaching; relationship of inquiry; community of inquiry; sweden
Student role adjustment in online communities of inquiry: Model and instrument validation
Garrison, D. Randy; Cleveland-Innes, Martha; Fung, Tak
The purpose of this study is to validate an instrument to study role adjustment of students new to an online community of inquiry. The community of inquiry conceptual model for online learning was used to shape this ...
Match: cleveland-innes, martha; full model; online learning; community of inquiry
A systematic review of the Community of Inquiry survey
Stenbom, Stefan
The purpose of this paper is to gain knowledge about the implementation and development of the Community of Inquiry survey. This paper describes a systematic review of peer-reviewed journal papers where the survey has ...
Match: stenbom, stefan; full model; community of inquiry; sweden
Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample
Arbaugh, J. B.; Cleveland-Innes, Martha; Diaz, Sebastian R.; Garrison, D. Randy; et al.
This article reports on the multi-institutional development and validation of an instrument that attempts to operationalize Garrison, Anderson and Archer's Community of Inquiry (CoI) framework (2000). The results of the ...
Match: cleveland-innes, martha; full model; community of inquiry
Emotional Presence, Learning, and the Online Learning Environment
Cleveland-Innes, Martha; Campbell, Prisca
In spite of evidence that more and more students are engaging in online learning experiences, details about the transition for teachers and students to a new learning environment are still unconfirmed. While new ...
Match: cleveland-innes, martha; online learning; community of inquiry
Teaching in Blended Learning Environments
Vaughan, Norman D.; Cleveland-Innes, Martha; Garrison, D. Randy
Teaching in Blended Leaning Environments provides a coherent framework in which to explore the transformative concept of blended learning. Blended learning can be defined as the organic integration of thoughtfully ...
Match: cleveland-innes, martha; full model; community of inquiry
Subject matter effects and the Community of Inquiry (CoI) framework: An exploratory study
Arbaugh, J. B.; Bangert, Arthur; Cleveland-Innes, Martha
This paper integrates the emerging literatures of empirical research on the Community of Inquiry (CoI) framework and disciplinary effects in online teaching and learning by examining the disciplinary differences in ...
Match: cleveland-innes, martha; online learning; community of inquiry
The Relationship between a Community of Inquiry and Transformative Learning
Dempsey, Patrick
To prepare learners for success in the 21st century, institutes of higher education must provide students with meaningful learning opportunities, including participation in discourse and critical reflection. The ...
Match: relationship; full model; community of inquiry