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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
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
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  Data: Student-Student Online Coaching as a Relationship of Inquiry: An Exploratory Study from the Coach Perspective
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  Data: <searchLink fieldCode="AR" term="%22Stenbom%2C+Stefan%22">Stenbom, Stefan</searchLink><br /><searchLink fieldCode="AR" term="%22Hrastinski%2C+Stefan%22">Hrastinski, Stefan</searchLink><br /><searchLink fieldCode="AR" term="%22Cleveland-Innes%2C+Martha%22">Cleveland-Innes, Martha</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Asynchronous+Learning+Networks%22"><i>Journal of Asynchronous Learning Networks</i></searchLink>. Oct 2012 16(5):37-48.
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  Data: 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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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
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        PageCount: 12
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        Type: general
      – SubjectFull: Tutoring
        Type: general
      – SubjectFull: Synchronous Communication
        Type: general
      – SubjectFull: Coaching (Performance)
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Partnerships in Education
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      – SubjectFull: College School Cooperation
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      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Questionnaires
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      – SubjectFull: Student Surveys
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      – SubjectFull: Statistical Analysis
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      – SubjectFull: Sweden
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      – TitleFull: Student-Student Online Coaching as a Relationship of Inquiry: An Exploratory Study from the Coach Perspective
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