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

Autor/inn/en	Stenbom, Stefan; Jansson, Malin; Hulkko, Annelie
Titel	Revising the Community of Inquiry Framework for the Analysis of One-to-One Online Learning Relationships
Quelle	In: International Review of Research in Open and Distributed Learning, 17 (2016) 3, S.36-53 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Electronic Learning; Educational Environment; Elementary Secondary Education; Elementary School Mathematics; Secondary School Mathematics; Synchronous Communication; Coaching (Performance); Teaching Methods; Mathematics Instruction; Tutoring; Online Courses; Transcripts (Written Records); Surveys; Mathematics Teachers; Models; Statistical Analysis; Comparative Analysis; Distance Education; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elementare Mathematik; Schulmathematik; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Förderkonzept; Nachhilfeunterricht; Online course; Online-Kurs; Survey; Umfrage; Befragung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Analogiemodell; Statistische Analyse; Distance study; Distance learning; Fernunterricht; Ausland; Schweden
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01