Revising the Community of Inquiry Framework for the Analysis of One-To-One Online Learning Relationships

Authors

  • Stefan Stenbom KTH Royal Institute of Technology
  • Malin Jansson KTH Royal Institute of Technology
  • Annelie Hulkko KTH Royal Institute of Technology

DOI:

https://doi.org/10.19173/irrodl.v17i3.2068

Keywords:

community of inquiry, relationship of inquiry, online coaching, one-to-one online learning

Abstract

In online learning research, the theoretical community of inquiry framework has been used extensively to analyze processes of inquiry among learners and instructors within a community. This paper examines a special case of community of inquiry consisting of only one learner and one instructor. Together they en­gage in an online coaching discourse to form a relationship of inquiry. Within these relationships, coachees pass through processes of practical inquiry process while a coach supports the process. In this study, a framework and coding scheme were developed for use in a transcript coding procedure including 3,109 messages from an online coaching case in math for K–12 students. It is found that the elements of cognitive, teaching, and social presence, as well as the newly proposed emotional presence, which outlines a community of inquiry, comprise an effective structure for the analysis of one-to-one online coaching environments. The findings of this exploratory study suggest that a relationship of inquiry framework has the potential to support development of one-to-one online learning.

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Published

2016-05-16

How to Cite

Stenbom, S., Jansson, M., & Hulkko, A. (2016). Revising the Community of Inquiry Framework for the Analysis of One-To-One Online Learning Relationships. The International Review of Research in Open and Distributed Learning, 17(3). https://doi.org/10.19173/irrodl.v17i3.2068

Issue

Vol. 17 No. 3 (2016)

Section

Research Articles

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