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EXAMINING A LEARNER-
DRIVEN RELATIONSHIP OF
INQUIRY: DISCERNING
EMOTIONAL PRESENCE IN
ONLINE MATH COACHING
Stefan Stenbom,           Stefan Hrastinski, KTH
KTH Royal Institute of    Royal Institute of
Technology, Sweden.       Technology, Sweden.


Martha Cleveland-Innes,
KTH Royal Institute of
Technology, Sweden,
Athabasca University,
Canada.
2012-10-22   KTH Royal Institute of Technology • www.kth.se   2
Relationship of Inquiry




2012-10-22      KTH Royal Institute of Technology • www.kth.se   3
Student-student online coaching
             “an online service where a student gets support on a specific
             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
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 other




2012-10-22        KTH Royal Institute of Technology • www.kth.se         5
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
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 61
Average:
• 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
Emotional presence

Item                                                              N    M    SD

Emotion is expressed by students during coaching.                 41   4.17 0.92

Expressing emotion in relation to math coaching is                40   3.75 0.95
acceptable.
I acknowledged emotion expressed by students                      41   3.73 0.87
during coaching.
In my role as coach, I demonstrate emotion online                 41   3.05 0.95
during coaching.
I find myself responding emotionally about                        41   2.78 1.06
problems or issues that come up during coaching.



2012-10-22       KTH Royal Institute of Technology • www.kth.se                    8
Emotional presence compared to
              Cognitive, Teaching and Social
              presence



Cognitive 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
Correlations
                   Cognitive                    Social              Teaching   Emotional
                   Presence                     Presence            Presence   Presence
                 r -0.08                        -0.02               0.01       0.05
Gender
                 p 0.07                         0.7                 0.75       0.51
                 r -0.03                        -0.11 *             -0.05      0.03
University hub
                 p 0.55                         0.04                0.28       0.62
Student target r 0.21 **                        0.13 *              0.17 **    0.06
group          p < 0.01                         0.01                < 0.01     0.39
Work             r -0.10 *                      -0.05               0.02       -0.07
experience       p 0.04                         0.33                0.6        0.32
Completed par r -0.01                           0.06                0.05       0.07
t of teacher
training      p 0.82                            0.28                0.31       0.34


2012-10-22         KTH Royal Institute of Technology • www.kth.se                          10
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
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
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
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:            OK




2012-10-22          KTH Royal Institute of Technology • www.kth.se            14
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 done




2012-10-22          KTH Royal Institute of Technology • www.kth.se      15
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
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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Examining a learner driven relationship of inquiry discerning emotional presence in online math coaching

  • 1. EXAMINING A LEARNER- DRIVEN RELATIONSHIP OF INQUIRY: DISCERNING EMOTIONAL PRESENCE IN ONLINE MATH COACHING Stefan Stenbom, Stefan Hrastinski, KTH KTH Royal Institute of Royal Institute of Technology, Sweden. Technology, Sweden. Martha Cleveland-Innes, KTH Royal Institute of Technology, Sweden, Athabasca University, Canada.
  • 2. 2012-10-22 KTH Royal Institute of Technology • www.kth.se 2
  • 3. Relationship of Inquiry 2012-10-22 KTH Royal Institute of Technology • www.kth.se 3
  • 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. 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 other 2012-10-22 KTH Royal Institute of Technology • www.kth.se 5
  • 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. 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 61 Average: • 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. Emotional presence Item N M SD Emotion is expressed by students during coaching. 41 4.17 0.92 Expressing emotion in relation to math coaching is 40 3.75 0.95 acceptable. I acknowledged emotion expressed by students 41 3.73 0.87 during coaching. In my role as coach, I demonstrate emotion online 41 3.05 0.95 during coaching. I find myself responding emotionally about 41 2.78 1.06 problems or issues that come up during coaching. 2012-10-22 KTH Royal Institute of Technology • www.kth.se 8
  • 9. Emotional presence compared to Cognitive, Teaching and Social presence Cognitive 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. Correlations Cognitive Social Teaching Emotional Presence Presence Presence Presence r -0.08 -0.02 0.01 0.05 Gender p 0.07 0.7 0.75 0.51 r -0.03 -0.11 * -0.05 0.03 University hub p 0.55 0.04 0.28 0.62 Student target r 0.21 ** 0.13 * 0.17 ** 0.06 group p < 0.01 0.01 < 0.01 0.39 Work r -0.10 * -0.05 0.02 -0.07 experience p 0.04 0.33 0.6 0.32 Completed par r -0.01 0.06 0.05 0.07 t of teacher training p 0.82 0.28 0.31 0.34 2012-10-22 KTH Royal Institute of Technology • www.kth.se 10
  • 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. 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. 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. 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: OK 2012-10-22 KTH Royal Institute of Technology • www.kth.se 14
  • 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 done 2012-10-22 KTH Royal Institute of Technology • www.kth.se 15
  • 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. 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

Notas do Editor

  1. 8 municipalitiesapprox 150 000 pupilsK-12 StudentsMathteacher studentsAll conversationsare savad and arcived. Present morethen 10 000 conversation.
  2. During spring 2012Modified version ofCoIquestionnarie + demographic dataResponsrate 100 % - N = 41
  3. 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.)
  4. Thankfullness, delight,happines and pride
  5. Frustration, disappointment and unhappiness
  6. Fear, frustration
  7. Lots ofemoticons and a fewwords.