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Student-Student Online Coaching as a Relationship of Inquiry: An Exploratory Study from the Coach Perspective
Stenbom, Stefan · Hrastinski, Stefan · Cleveland-Innes, Martha

PublishedOctober 2012
JournalJournal of Asynchronous Learning Networks
Volume 16, Issue 5, Pages 37-48
CountrySweden, 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 focusFull model
MethodologyQuantitative
PopulationK-12
Study designInterview
InstrumentModified CoI survey
ContributionEmpirical
Sample size41
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."
LanguageEnglish
ISSN1939-5256
RefereedYes
URLhttps://files.eric.ed.gov/fulltext/EJ1000089.pdf
ExportBibTex · EndNote · Tagged XML · Google Scholar


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