Emotional Presence in a Relationship of Inquiry: The Case of One-to-One Online Math Coaching
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| Title: | Emotional Presence in a Relationship of Inquiry: The Case of One-to-One Online Math Coaching |
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| Language: | English |
| Authors: | Stenbom, Stefan, Hrastinski, Stefan, Cleveland-Innes, Martha |
| Source: | Online Learning. Mar 2016 20(1):41-56. |
| Availability: | Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: http://onlinelearningconsortium.org/read/online-learning-journal/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Emotional Response, Inquiry, Interpersonal Relationship, Coaching (Performance), Coding, Transcripts (Written Records), Mathematics Instruction, Teaching Methods, Surveys, Statistical Analysis, Adolescents, Foreign Countries, Preadolescents, Computer Mediated Communication, Likert Scales, Nonparametric Statistics |
| Geographic Terms: | Sweden |
| ISSN: | 1939-5256 |
| 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. |
| Abstractor: | As Provided |
| Number of References: | 44 |
| Entry Date: | 2016 |
| Accession Number: | EJ1096376 |
| Database: | ERIC |
| 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. |
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| ISSN: | 1939-5256 |
