Student–student online coaching: Conceptualizing an emerging learning activity

Hrastinski, Stefan; Stenbom, Stefan

doi:10.1016/j.iheduc.2012.02.003

Cited by 21 publications

(17 citation statements)

References 18 publications

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“…An example of this is coaches' cognitive processes. Both Hrastinski et al (2012) and Hrastinski and Stenbom (2013) report that engaging in online coaching offers a learning opportunity not only for coachees, but also for coaches. The coaches of Math Coach, all of whom are studying to become K-12 math teachers, regard the program not merely as extra work, but also as an opportunity to learn how to teach online.…”

Section: Discussionmentioning

confidence: 99%

“…One such learning activity is online coaching. Online coaching is an inquirybased learning activity where a person gets support on a specific subject from a more knowledgeable person using the internet (Hrastinski & Stenbom, 2013). One example of online coaching is a program called Math Coach, through which K-12 students, using text-based instant messaging complemented by a shared digital whiteboard, can receive help with their math studies from university students studying to become K-12 math teachers.…”

Section: Introductionmentioning

confidence: 99%

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Revising the Community of Inquiry Framework for the Analysis of One-To-One Online Learning Relationships

Stenbom

Jansson

Hulkko

2016

IRRODL

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In online learning research, the theoretical community of inquiry framework has been used extensively to analyze processes of inquiry among learners and instructors within a community. This paper examines a special case of community of inquiry consisting of only one learner and one instructor. Together they engage in an online coaching discourse to form a relationship of inquiry. Within these relationships, coachees pass through processes of practical inquiry process while a coach supports the process. In this study, a framework and coding scheme were developed for use in a transcript coding procedure including 3,109 messages from an online coaching case in math for K-12 students. It is found that the elements of cognitive, teaching, and social presence, as well as the newly proposed emotional presence, which outlines a community of inquiry, comprise an effective structure for the analysis of one-to-one online coaching environments. The findings of this exploratory study suggest that a relationship of inquiry framework has the potential to support development of one-to-one online learning.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Revising the Community of Inquiry Framework for the Analysis of One-To-One Online Learning Relationships

Stenbom

Jansson

Hulkko

2016

IRRODL

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“…With evidence of learning generally limited to only a single answer, and not a progression of steps needed to solve a problem, it is difficult for CAA systems to accurately judge student thinking. [93,94] The provision of repetitive attempts has also been linked to the potential reinforcement of "incorrect interpretations" [95,p.28] and trial-and-error [36] or "automatic strateg[ies with] no underlying mathematical understanding". [96,p.243] In short, some students engaged with this interactivity could be arriving at the right answer but wrong understanding.…”

Section: Use Of Caamentioning

confidence: 99%

An investigation of assessment and feedback practices in fully asynchronous online undergraduate mathematics courses

Trenholm

Alcock

Robinson

2015

International Journal of Mathematical Education in Science and

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Research suggests it is difficult to learn mathematics in the fully asynchronous online (FAO) instructional modality, yet little is known about associated teaching and assessment practices. In this study we investigate FAO mathematics assessment and feedback practices in particular consideration of both claims and findings that these practices have a powerful influence on learning.A survey questionnaire was constructed and completed by 70 FAO undergraduate mathematics instructors, mostly from the US, who were each asked to detail their assessment and feedback practices in a single FAO mathematics course. Alongside these questions, participants also answered the 16-item version of the Approaches to Teaching Inventory. A novel feedback framework was also created and used to examine how feedback practices may be related to participants' approaches to teaching.Results show that assessment and feedback practices are varied and complex: In particular, we found there was not a simple emphasis on summative assessment instruments, nor a concomitant expectation these would always be invigilated. Though richer assessment feedback appears to be emphasized, evidence suggests this feedback may not be primarily directed at advancing student learning. Moreover, we found evidence of a reliance on computer-human interactions (e.g. via CAA systems) and further evidence of a decline in human interactions, suggesting a dynamic that is both consistent with current online learning theory and claims FAO mathematics courses are becoming commodified. Several avenues for further research are suggested.

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“…Work from Hrastinski [19] shows that experienced peer coaches often find it hard to gauge learner expertise, and as a result how to help them. If we are to integrate expert coaches in creative support environments, we need a more complete understanding of the help-seeking andgiving relationships.…”

Section: Identify and Select Helpers: Including Both Person Ormentioning

confidence: 99%

Building Support Tools to Connect Novice Designers with Professional Coaches

Lewis

Harburg

Gerber

et al. 2015

Proceedings of the 2015 ACM SIGCHI Conference on Creativity and Cognition

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Creativity support tools help learners undertake creative work, such as facilitating coaching by creative professionals. How might we design creativity support tools that increase learners' access to coaching by creative professionals? This study took place in an extracurricular projectbased learning program where students were co-located, and met professional coaches face-to-face once a week but otherwise communicated online. To test an online creativity support tool called the Loft and investigate coach-student communication we collected data from 47 interviews, online log data and field observations. We found that (a) explicit help-seeking was rare outside of meetings, (b) help from professionals was highly-valued but not sought out, and (c) online systems could surface learner struggles and trigger help-giving. Our findings suggested that online creativity platforms can support professional coaching through: (1) structured virtual updates (2) coach thanking, (3) Computer-Supported Group Critique, (4) disclosure of expertise, and (5) help-seeking training.

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Student–student online coaching: Conceptualizing an emerging learning activity

Cited by 21 publications

References 18 publications

Revising the Community of Inquiry Framework for the Analysis of One-To-One Online Learning Relationships

Revising the Community of Inquiry Framework for the Analysis of One-To-One Online Learning Relationships

An investigation of assessment and feedback practices in fully asynchronous online undergraduate mathematics courses

Building Support Tools to Connect Novice Designers with Professional Coaches

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