Emotional presence in a relationship of inquiry: The case of one-to-one online math coaching.
| Published | March 2016 |
| Journal | Online Learning Volume 20, Issue 1 |
| Country | Sweden, 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 focus | Full model - adaptation |
| Methodology | Quantitative |
| Population | Educators |
| Study design | Survey development |
| Instrument | Modified CoI survey |
| Contribution | Conceptual |
| Sample size | 41 |
| 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 Campbell’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." |
| Language | English |
| Refereed | Yes |
| DOI | 10.24059/olj.v20i1.563 |
| Export | BibTex · EndNote · Tagged XML · Google Scholar |
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