TY - JOUR
T1 - Student-student online coaching as a relationship of inquiry
T2 - An exploratory study from the coach perspective
AU - Stenbom, Stefan
AU - Hrastinski, Stefan
AU - Cleveland-Innes, Martha
PY - 2012
Y1 - 2012
N2 - 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.
AB - 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.
KW - Community of inquiry
KW - Online coaching
KW - Online learning
KW - Relationship of inquiry
KW - Student-student online coaching
UR - http://www.scopus.com/inward/record.url?scp=84872288584&partnerID=8YFLogxK
M3 - Journal Article
AN - SCOPUS:84872288584
SN - 1939-5256
VL - 16
SP - 37
EP - 48
JO - Journal of Asynchronous Learning Network
JF - Journal of Asynchronous Learning Network
IS - 5
ER -