STUDENT-STUDENT ONLINE COACHING AS A RELATIONSHIP OF INQUIRY: AN EXPLORATIVE STUDY FROM THE COACH PERSPECTIVE
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 teac...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Online Learning Consortium
2012-09-01
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| Series: | Online Learning |
| Subjects: | |
| Online Access: | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/291 |
| _version_ | 1797326860085886976 |
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| author | Stefan Stenbom Stefan Hrastinski Martha Cleveland-Innes |
| author_facet | Stefan Stenbom Stefan Hrastinski Martha Cleveland-Innes |
| author_sort | Stefan Stenbom |
| collection | DOAJ |
| description | 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 exist 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. |
| first_indexed | 2024-03-08T06:30:13Z |
| format | Article |
| id | doaj.art-540ebaf951cb4f7680b288686922b7d1 |
| institution | Directory Open Access Journal |
| issn | 2472-5749 2472-5730 |
| language | English |
| last_indexed | 2024-03-08T06:30:13Z |
| publishDate | 2012-09-01 |
| publisher | Online Learning Consortium |
| record_format | Article |
| series | Online Learning |
| spelling | doaj.art-540ebaf951cb4f7680b288686922b7d12024-02-03T11:47:45ZengOnline Learning ConsortiumOnline Learning2472-57492472-57302012-09-0116510.24059/olj.v16i5.291STUDENT-STUDENT ONLINE COACHING AS A RELATIONSHIP OF INQUIRY: AN EXPLORATIVE STUDY FROM THE COACH PERSPECTIVEStefan Stenbom0Stefan Hrastinski1Martha Cleveland-Innes2KTH Royal Institute of TechnologyKTH Royal Institute of TechnologyAthabasca University KTH Royal Institute of TechnologyThere 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 exist 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.https://olj.onlinelearningconsortium.org/index.php/olj/article/view/291online coachingonline learningrelationship of inquirycommunity of inquirystudent-student online coaching. |
| spellingShingle | Stefan Stenbom Stefan Hrastinski Martha Cleveland-Innes STUDENT-STUDENT ONLINE COACHING AS A RELATIONSHIP OF INQUIRY: AN EXPLORATIVE STUDY FROM THE COACH PERSPECTIVE Online Learning online coaching online learning relationship of inquiry community of inquiry student-student online coaching. |
| title | STUDENT-STUDENT ONLINE COACHING AS A RELATIONSHIP OF INQUIRY: AN EXPLORATIVE STUDY FROM THE COACH PERSPECTIVE |
| title_full | STUDENT-STUDENT ONLINE COACHING AS A RELATIONSHIP OF INQUIRY: AN EXPLORATIVE STUDY FROM THE COACH PERSPECTIVE |
| title_fullStr | STUDENT-STUDENT ONLINE COACHING AS A RELATIONSHIP OF INQUIRY: AN EXPLORATIVE STUDY FROM THE COACH PERSPECTIVE |
| title_full_unstemmed | STUDENT-STUDENT ONLINE COACHING AS A RELATIONSHIP OF INQUIRY: AN EXPLORATIVE STUDY FROM THE COACH PERSPECTIVE |
| title_short | STUDENT-STUDENT ONLINE COACHING AS A RELATIONSHIP OF INQUIRY: AN EXPLORATIVE STUDY FROM THE COACH PERSPECTIVE |
| title_sort | student student online coaching as a relationship of inquiry an explorative study from the coach perspective |
| topic | online coaching online learning relationship of inquiry community of inquiry student-student online coaching. |
| url | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/291 |
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