EXAMINING A LEARNER-DRIVEN RELATIONSHIP OFINQUIRY: DISCERNINGEMOTIONAL PRESENCE INONLINE MATH COACHINGStefan Stenbom,     ...
2012-10-22   KTH Royal Institute of Technology • www.kth.se   2
Relationship of Inquiry2012-10-22      KTH Royal Institute of Technology • www.kth.se   3
Student-student online coaching             “an online service where a student gets support on a specific             subj...
Emotional presence             the outward expression of emotion, affect and feeling,             by individuals engaged i...
Research questions             1. Does the concept of emotional presence, as                identified in an online commun...
Respondents                                                                         N % Gender                   Female   ...
Emotional presenceItem                                                              N    M    SDEmotion is expressed by st...
Emotional presence compared to              Cognitive, Teaching and Social              presenceCognitive presence        ...
Correlations                   Cognitive                    Social              Teaching   Emotional                   Pre...
Transcripts analysis             Open analysis of the conversation transcripts.             Total of 1832 conversations (s...
Transcripts analysis             Positive emotion expressed by the coachee in             the end of a conversation       ...
Transcripts analysis             Negative emotions expressed by coachees             about their own ability and skill in ...
Transcripts analysis             Negative emotions expressed by coachees             related to exams and homework        ...
Transcripts analysis             Positive emotions expressed by coaches in             order to encourage the coachee to m...
Conclusions      1. There is an outward expression of emotion.      2. Emotional presence exists as an individual element ...
References (selected)     Arbaugh, J.B., Cleveland-Innes, M., Diaz, S.R., Garrison, D. R., Ice, P., Richardson, J. C.,    ...
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Examining a learner driven relationship of inquiry discerning emotional presence in online math coaching

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  • 8 municipalitiesapprox 150 000 pupilsK-12 StudentsMathteacher studentsAll conversationsare savad and arcived. Present morethen 10 000 conversation.
  • During spring 2012Modified version ofCoIquestionnarie + demographic dataResponsrate 100 % - N = 41
  • The Items in the RoI survey that covers emotional presence3 about Coachees and 2 aboutCoaches …. The score is higher for questionsregarding coachees emotion thancoaches emotion (stat sign.)
  • Thankfullness, delight,happines and pride
  • Frustration, disappointment and unhappiness
  • Fear, frustration
  • Lots ofemoticons and a fewwords.
  • Examining a learner driven relationship of inquiry discerning emotional presence in online math coaching

    1. 1. EXAMINING A LEARNER-DRIVEN RELATIONSHIP OFINQUIRY: DISCERNINGEMOTIONAL PRESENCE INONLINE MATH COACHINGStefan Stenbom, Stefan Hrastinski, KTHKTH Royal Institute of Royal Institute ofTechnology, Sweden. Technology, Sweden.Martha Cleveland-Innes,KTH Royal Institute ofTechnology, Sweden,Athabasca University,Canada.
    2. 2. 2012-10-22 KTH Royal Institute of Technology • www.kth.se 2
    3. 3. Relationship of Inquiry2012-10-22 KTH Royal Institute of Technology • www.kth.se 3
    4. 4. Student-student online coaching “an online service where a student gets support on a specific subject matter from a more experienced student” Hrastinski, S. & Stenbom, S. (2012) Student–student online coaching: Conceptualizing an emerging learning activity, Internet and Higher Education.2012-10-22 KTH Royal Institute of Technology • www.kth.se 4
    5. 5. Emotional presence the outward expression of emotion, affect and feeling, by individuals engaged in a relationship of inquiry, as they relate to and interact with the learning technology, course content, and each other2012-10-22 KTH Royal Institute of Technology • www.kth.se 5
    6. 6. Research questions 1. Does the concept of emotional presence, as identified in an online community of inquiry, apply in an online relationship of inquiry? 2. To what extent does emotional presence emerge in this case of online math coaching? 3. How does emotional presence correlate with the characteristics of coaches? 4. How can emotional presence be addressed in online math coaching?2012-10-22 KTH Royal Institute of Technology • www.kth.se 6
    7. 7. Respondents N % Gender Female 20 49 Male 21 51 University hub Karlstad 7 17 Linköping 16 39 Stockholm 18 44 Student target group Compulsory school (years 1-6) 7 17 Compulsory school (years 7-9) 9 22 Upper secondary school 25 61Average:• 120 hours of experience from working as a math coach.• Completed 70% of their teacher training. Response rate 100 %2012-10-22 KTH Royal Institute of Technology • www.kth.se 7
    8. 8. Emotional presenceItem N M SDEmotion is expressed by students during coaching. 41 4.17 0.92Expressing emotion in relation to math coaching is 40 3.75 0.95acceptable.I acknowledged emotion expressed by students 41 3.73 0.87during coaching.In my role as coach, I demonstrate emotion online 41 3.05 0.95during coaching.I find myself responding emotionally about 41 2.78 1.06problems or issues that come up during coaching.2012-10-22 KTH Royal Institute of Technology • www.kth.se 8
    9. 9. Emotional presence compared to Cognitive, Teaching and Social presenceCognitive presence Social presence(M = 3.83, SD = 0.79) (M = 3.91, SD = 0.82)Teaching presence Emotional presence(M = 4.00, SD = 0.79) (M = 3.50, SD = 1.07)2012-10-22 KTH Royal Institute of Technology • www.kth.se 9
    10. 10. Correlations Cognitive Social Teaching Emotional Presence Presence Presence Presence r -0.08 -0.02 0.01 0.05Gender p 0.07 0.7 0.75 0.51 r -0.03 -0.11 * -0.05 0.03University hub p 0.55 0.04 0.28 0.62Student target r 0.21 ** 0.13 * 0.17 ** 0.06group p < 0.01 0.01 < 0.01 0.39Work r -0.10 * -0.05 0.02 -0.07experience p 0.04 0.33 0.6 0.32Completed par r -0.01 0.06 0.05 0.07t of teachertraining p 0.82 0.28 0.31 0.342012-10-22 KTH Royal Institute of Technology • www.kth.se 10
    11. 11. Transcripts analysis Open analysis of the conversation transcripts. Total of 1832 conversations (spring 2012) Selected 18 (random) + 18 (searched) = 36 Identified four typical types of emotion.2012-10-22 KTH Royal Institute of Technology • www.kth.se 11
    12. 12. Transcripts analysis Positive emotion expressed by the coachee in the end of a conversation (18:17) Coachee: Is it 0.24*1000=240 L? (18:17) Coach: exactly! (18:17) Coachee: WHAT? Ohh, so good! THANKS! (18:18) Coachee: Wait … so the box contains 240 L? (18:19) Coach: Yes (18:20) Coachee: OK!2012-10-22 KTH Royal Institute of Technology • www.kth.se 12
    13. 13. Transcripts analysis Negative emotions expressed by coachees about their own ability and skill in math (18:57) Coachee: Write in one exponent: 2’6 x 2 (2 with the exponent 6 times 2) (19:00) Coach: So 22*2^6? (19:01) Coach: Then you should use a rule for math with exponentials that says (19:01) Coach: 2^1 * 2^1 = 2^(1+1) = 2^2 = 4 (19:02) Coachee: Oh, I’m so confused, fuck math C is so hard. The answer should be 2^7. Where did the 4 came from? (19:06) Coach: That was just an example. 2^2 is the same as 2*2 which is equal to 4.2012-10-22 KTH Royal Institute of Technology • www.kth.se 13
    14. 14. Transcripts analysis Negative emotions expressed by coachees related to exams and homework (17:55) Coachee: Eh, can’t you just subtract? (17:56) Coach: Yep!. Of course you can (17:58) Coachee: Ah damn, It’s a test tomorrow on chapter 4 and 5. ie analytic geo and shithole statistics! (17:58) Coach: Ouch. Is it analytic geometry? (18:00) Coachee: Yee (18:00) Coach: OK2012-10-22 KTH Royal Institute of Technology • www.kth.se 14
    15. 15. Transcripts analysis Positive emotions expressed by coaches in order to encourage the coachee to move on with the work (2012-03-06 18:34) Coach: Yes, exactly! (2012-03-27 19:40) Coach: thumbs up (2012-05-22 19:05) Coach: Perfect! then we can solve it using the pq-formula (2012-04-17 18:19) Coach: Very good (2012-05-24 18:55) Coach: You are thinking totally right Well done2012-10-22 KTH Royal Institute of Technology • www.kth.se 15
    16. 16. Conclusions 1. There is an outward expression of emotion. 2. Emotional presence exists as an individual element of an online relationship of inquiry. 3. No correlations with coach demographic. 4. We need to help coaches acknowledge and address emotions.2012-10-22 KTH Royal Institute of Technology • www.kth.se 16
    17. 17. References (selected) Arbaugh, J.B., Cleveland-Innes, M., Diaz, S.R., Garrison, D. R., Ice, P., Richardson, J. C., and Swan, K. (2008). Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample. Internet and Higher Education 11(3-4): 133-136 Cleveland-Innes, M. and Campbell, P. (in press). Emotional presence, learning, and the online learning environment. International Review of Research in Open and Distance Learning. Garrison, D. R., Anderson, T., and Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. Internet and Higher Education 2(2-3): 87-105. Hrastinski, S., and Stenbom, S. (in press). Student-student online coaching: Conceptualizing an emerging learning activity. Internet and Higher Education Stenbom, S., Hrastinski, S., and Cleveland-Innes, M. (2012). Student-Student Online Coaching as a Relationship of Inquiry: An Exploratory Study from the Coach Perspective. Journal of Asynchronous Learning Networks 16(5).2012-10-22 KTH Royal Institute of Technology • www.kth.se 17

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