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Online Coaching as Teacher Training: Using a Relationship of Inquiry Framework
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. Athabasca University, Canada.ORCID iD: 0000-0002-9486-2554
KTH, School of Education and Communication in Engineering Science (ECE), Learning.ORCID iD: 0000-0002-9984-6561
2016 (English)In: Optimizing K-12 Education through Online and Blended Learning / [ed] Ostashewski, N.; Cleveland-Innes, M.; Howell, J., Hershey, PA: IGI Global, 2016Chapter in book (Other (popular science, discussion, etc.))
Abstract [en]

Using the Internet for educational purposes is now commonly accepted. More challenging is the realizationof this potential, particularly in the K-12 education environment. According to the growing literatureon this topic, using Internet technology during K-12 teacher training will provide more knowledge andskills for teachers wishing to use Internet technology in their own classrooms. In an adaption of theonline Community of Inquiry, a revised framework for one-to-one online teaching was developed. In theRelationship of Inquiry framework, the elements of cognitive, teaching, social, and emotional presenceoutline the educational experience of one student receiving learning support from one teacher. Theframework was tested with pre-service teachers using the Math Coach program which offers help withmathematics just-in-time via instant messaging.

Place, publisher, year, edition, pages
Hershey, PA: IGI Global, 2016.
Series
Advances in Early Childhood and K-12 Education (AECKE), ISSN 2329-5929
National Category
Educational Sciences
Research subject
Education and Communication in the Technological Sciences
Identifiers
URN: urn:nbn:se:kth:diva-190093Scopus ID: 2-s2.0-85014243226ISBN: 9781522505075 (print)OAI: oai:DiVA.org:kth-190093DiVA: diva2:951228
Note

QC 20160808

Available from: 2016-08-08 Created: 2016-08-08 Last updated: 2017-05-04Bibliographically approved

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