The document describes an online math coaching program called Math Coach that was started in 2009 in Sweden. Volunteer coaches from universities provide math support to students aged 12-19 online from 5-8pm during semesters. Over 8,000 hours of conversations have been archived from over 16,500 conversations. The program is based on Vygotsky's zone of proximal development and Bloom's 2 sigma problem. The relationship between coaches and students is analyzed using a modified community of inquiry framework called the relationship of inquiry framework, which examines teaching, cognitive, social, and emotional presence. A survey found high ratings in these presences. Transcripts are also being analyzed to understand the model further.

1. Online coaching as a
Relationship of Inquiry
Stefan Stenbom
KTH Royal Institute of Technology, Sweden

2. KTH Royal Institute of Technology, Sweden

3. Facts
• Founded 1827.
• 17 000 students.
• 1 800 PhD candidates.
• 4 800 employees.
Degrees
• Bachelor, master and doctoral
degrees in engineering.
• Master of Architecture.
• Teacher certificate for K-12.
KTH Royal Institute of Technology, Sweden

4. Programmes
• Master of Science in
Engineering and of
Education (upper
secondary)
• Teacher Education for
secondary school.
• Doctoral program.
Research in
• Engineering education.
• Technology education.
• E-learning.
Department for Learning

5. The Math Coach programme

6. The Math Coach programme
http://www.mattecoach.se

9. Math Coach
• Started in 2009.
• Open 5 pm - 8 pm every Monday to Thursday during
semesters.
• Coachees range from sixth to ninth year of compulsory
school, and upper secondary school (aged 12–19).
• Coaches are enrolled from the colleges at the Universities
of Karlstad, Linköping, Stockholm and the KTH Royal
Institute of Technology, also located in Stockholm.

10. All transcripts are archived
16 500 conversations
8776 hours

11. Online Coaching
an inquiry-based learning activity where a person gets
support on a specific subject from a more knowledgeable
person using the internet.
Founded and motivated by
• The Zone of Proximal Development (Vygotsky, 1978).
• The 2 Sigma Problem (Bloom, 1984)

12. The Relationship of Inquiry framework
is a modification of the Community of
Inquiry framework to a one-to-one
online coaching setting.
Methods
• Survey study (Stenbom, Hrastinski
& Cleveland-Innes, 2012)
• Transcript coding (working)
The Relationship of Inquiry

13. The work of the coach in
order to establish and
maintain a relationship of
inquiry.
Categories
• Design and organization
• Facilitation
• Direct instruction
Teaching presence

14. The intellectual ability of the
coachee, based on a model
called the practical inquiry
model.
Categories
• Trigger
• Explore
• Integrate
• Resolve
Cognitive presence

15. The interaction outside the
subject at hand that outlines
the interpersonal relationship
between the coach and the
coachee.
Categories
• Open communication
• Relationship cohesion
Social presence

16. The outward of emotion,
affect and feeling in a
relationship of inquiry.
Categories
• Activity emotion
• Outcome emotion
• Directed affectiveness
Emotional presence

17. Survey study
A standard set of questions to evaluate a learning
environment. In this case answered by the coaches.
Teaching presence
(M = 4.00, SD = 0.79)
Cognitive presence
(M = 3.83, SD = 0.79)
Emotional presence
(M = 3.50, SD = 1.07)
Social presence
(M = 3.91, SD = 0.82)
(Stenbom, Hrastinski & Cleveland-Innes, 2012)
5 point Likert scale

18. Transcription analysis
Analysis of 3000
messages from
60 conversations
Working paper

19. Further reading (selected)
Bloom BS (1984) The 2 sigma problem: The search for methods of group instruction as effective as one-to-one
tutoring. Educational Researcher 13(6):12
Cleveland-Innes, M., & Campbell, P. (2012). Emotional presence, learning, and the online learning environment.
The International Review of Research in Open and Distance Learning, 13, 269–292.
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer
conferencing in higher education. The Internet and Higher Education, 2, 87–105.
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer
conferencing in distance education. American Journal of distance education, 15, 7–23.
Hrastinski, S., & Stenbom, S. (2013). Student-student online coaching: Conceptualizing an emerging learning
activity. The Internet and Higher Education, 16, 66–69.
Stenbom, S., Hrastinski, S., & 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.
Stenbom, S., Cleveland-Innes, M & Hrastinski, S. (2012). Examining a learning-driven relationship of inquiry
discerning emotional presence in online math coaching. Proceedings of the 7th EDEN Research Workshop,
Leuven.
Vygotsky LLS (1978) Mind in society: The development of higher psychological
processes. Harvard university press, Cambridge.

20. Video about Relationship of Inquiry
http://bit.ly/1k7Dv2j