Examining a learning-driven relationship of inquiry: Discerning emotional presence in online math coaching
2012 (English)Conference paper (Refereed)
This study explores emotional presence in a student-student online coaching setting. In this learner-driven, online exchange, students enrolled in a teaching program assist K-12 math students using an online relationship of inquiry model. Adapted from the online community of inquiry model, one-to-one online interaction is studied for multiple types of online presence and, in particular, the existence and possible effect of emotional presence. Preliminary findings identify that emotional presence exists as a separate experience in the online coaching exchange, but scores lower than other types of presence.
Place, publisher, year, edition, pages
IdentifiersURN: urn:nbn:se:kth:diva-104458OAI: oai:DiVA.org:kth-104458DiVA: diva2:564742
The 7th EDEN Research Workshop, 22-23 October 2012, Leuven, Belgium
Qc 201503232012-11-032012-11-032015-03-23Bibliographically approved