Student-Student Online Coaching as a Relationship of Inquiry: An Exploratory Study from the Coach Perspective
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| Title: | Student-Student Online Coaching as a Relationship of Inquiry: An Exploratory Study from the Coach Perspective |
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| Language: | English |
| Authors: | Stenbom, Stefan, Hrastinski, Stefan, Cleveland-Innes, Martha |
| Source: | Journal of Asynchronous Learning Networks. Oct 2012 16(5):37-48. |
| Availability: | Sloan Consortium. P.O. Box 1238, Newburyport, MA 01950. e-mail: publisher@sloanconsortium.org; Web site: http://sloanconsortium.org/publications/jaln_main |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Tutoring, Synchronous Communication, Coaching (Performance), Elementary Secondary Education, Teaching Methods, Mathematics Instruction, Preservice Teacher Education, Partnerships in Education, College School Cooperation, Educational Technology, Computer Assisted Instruction, Computer Mediated Communication, College Students, Instructional Effectiveness, Questionnaires, Student Surveys, Statistical Analysis, Case Studies |
| Geographic Terms: | Sweden |
| ISSN: | 1939-5256 |
| 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. (Contains 6 tables and 1 figure.) |
| Abstractor: | As Provided |
| Number of References: | 31 |
| Entry Date: | 2013 |
| Access URL: | https://sloanconsortium.org/jaln/v16n5/student_student_online_coaching_relationship_inquiry_exploratory_study |
| Accession Number: | EJ1000089 |
| Database: | ERIC |
| 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. (Contains 6 tables and 1 figure.) |
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| ISSN: | 1939-5256 |
