The Math Coach program provides help with mathematics using online coaching. In the program, communication using text-based CMC with additional whiteboard capacity is used. Students range from sixth to ninth year of compulsory school, and upper secondary school (aged 12–19). Coaches are enrolled from students at teacher training colleges. Stenbom et al. (2012) introduced a framework for analyzing online coaching, the Relationship of Inquiry. That framework is a modification of the well-researched and verified theoretical framework the online Community of Inquiry (Garrison et al., 2000, 2001). Survey data and transcript analysis indicates that emotional presence is a natural part of a four-element framework for analysis of one-to-one online coaching. Abbreviations, special words and symbols, such as emoticons, are used regularly as an instrument to enhance the visibility between the coach and coachee. It serves as a replacement for face-to-face non-verbal communication. Also, sharing of emotions and moods between two individuals as people and about the coaching activity are common.
This presentation will review the proposed framework for online coaching consisting of cognitive, social, teaching and emotional presence. A special focus will be on the role emotion may play in such environments. Beyond discussion of theory, implications for practice and training of online coaches will be discussed in an interactive session with guided dialogue.
Of Interest to: Online and distance education, Post-secondary education, K-12 educators, Instructional designers, Researchers, Educational technologists
