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The Influence of Emotion on Cognitive Presence in a Case of Online Math Coaching
KTH, School of Education and Communication in Engineering Science (ECE), Learning. Athabasca University.ORCID iD: 0000-0002-9486-2554
KTH, School of Education and Communication in Engineering Science (ECE), Learning.ORCID iD: 0000-0002-8200-6021
KTH, School of Education and Communication in Engineering Science (ECE), Learning.ORCID iD: 0000-0002-9984-6561
2014 (English)In: Challenges for Research into Open & Distance Learning: Doing Things Better – Doing Better Things. Proceedings of the European Distance and E-Learning Network 2014 Research Workshop , Oxford, 2014, 87-94 p.Conference paper (Refereed)
Abstract [en]

The Math Coach program provides help with mathematics instruction using online coaching. Instructive communication using text-based CMC with additional whiteboard capacity is used. Coachees 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, Cleveland-Innes, & Hrastinski (2012) introduced a framework for analyzing online coaching called the Relationship of Inquiry. That framework is a modification of the well-researched and verified theoretical framework the online Community of Inquiry (Garrison, Anderson, & Archer ( 2000, 2001). Transcript analysis of Math Coach conversations indicates that emotional expression is a natural part of the practical inquiry process that constitutes cognitive presence.

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Oxford, 2014. 87-94 p.
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URN: urn:nbn:se:kth:diva-162154ISBN: 978-963-89559-9-9OAI: diva2:797213
The 8th EDEN Research Workshop, 27-28 October 2014, Oxford UK

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QC 20150323

Available from: 2015-03-23 Created: 2015-03-23 Last updated: 2015-03-23Bibliographically approved

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Cleveland-Innes, MarthaStenbom, StefanHrastinski, Stefan
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