Student-­Student  Online  Coaching  as  a  Relationship  of  Inquiry: An  Exploratory  Study  from  the  Coach  Perspective

Volume, Issue - Date: 
Volume 16, Issue 5 - October 2012
Stefan  Stenbom, KTH Royal Institute of Technology, Sweden
Stefan  Hrastinski, KTH  Royal  Institute  of  Technology,  Sweden
Martha  Cleveland-­Innes   KTH  Royal  Institute  of  Technology,  Sweden and  Athabasca  University,  Canada
KTH Royal Institute of Technology, Sweden
Athabasca University, Canada
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online   coaching,   online   learning,   relationship   of   inquiry,   community   of   inquiry,   student-­student   online   coaching.

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.