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 |
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