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Emotional presence in a relationship of inquiry: The case of one-to-one online math coaching.
Stenbom, Stefan · Cleveland-Innes, Martha · Hrastinski, Stefan

PublishedMarch 2016
JournalOnline Learning
Volume 20, Issue 1
CountrySweden, Europe

ABSTRACT
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 are considered a subsection of social presence. In this study, the concept of emotional presence is examined. This examination occurs within the Relationship of Inquiry framework, developed to analyze one-to-one online coaching. A survey of online coaches and a transcript coding procedure from the online coaching service Math Coach provide the data for the study. The results indicate that a Relationship of Inquiry framework consisting of cognitive, social, teaching, and emotional presence enhances the exploration of one-to-one online coaching settings. The interpretation of these results identifies emotional presence as an essential and distinct part of one-to-one online math coaching.

Keywords Online coaching · Relationship of Inquiry · Community of Inquiry · Emotion · Emotional presence

CoI focusFull model - adaptation
MethodologyQuantitative
PopulationEducators
Study designSurvey development
InstrumentModified CoI survey
ContributionConceptual
Sample size41
Study aim"The aim of this paper is to examine the role of emotions in the Relationship of Inquiryframework. This is accomplished by evaluating Cleveland-Innes and Campbellā€™s (2012) suggestion that emotions may exist as a separate element in the Community of Inquiry."
Finding"The findings support the premises that (1) emotional presence exists in an online Relationship of Inquiry, and (2) emotional presence can be measured outside of social presence."
LanguageEnglish
RefereedYes
DOI10.24059/olj.v20i1.563
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