What is Learner-Led Discussion

This study explored the effect of a coaching intervention in a learner-led synchronous discussion. Transcripts of synchronous discussions were analyzed in the context of the community of inquiry framework. The findings suggested that over time, group mode (online or face-to-face), as well as instructor presence, have no significant influence on the frequencies of teaching presence. However, the relationship between coaching presence and the change of teaching presence indicator is significant. The indicators that were coached are more likely to show an increase in use. The data also indicated that regardless of coaching presence there are indicators of teaching presence that are resistant to coaching. In addition, the study suggested further opportunities for coaching presence to achieve integration and resolution of the topic under synchronous discussion.