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Coaching for Cognitive Presence: A Model for Enhancing Online Discussions

Coaching for Cognitive Presence: A Model for Enhancing Online Discussions

David S. Stein, Constance E. Wanstreet
Copyright: © 2013 |Pages: 15
ISBN13: 9781466621107|ISBN10: 1466621109|EISBN13: 9781466621114
DOI: 10.4018/978-1-4666-2110-7.ch008
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MLA

Stein, David S., and Constance E. Wanstreet. "Coaching for Cognitive Presence: A Model for Enhancing Online Discussions." Educational Communities of Inquiry: Theoretical Framework, Research and Practice, edited by Zehra Akyol and D. Randy Garrison, IGI Global, 2013, pp. 133-147. https://doi.org/10.4018/978-1-4666-2110-7.ch008

APA

Stein, D. S. & Wanstreet, C. E. (2013). Coaching for Cognitive Presence: A Model for Enhancing Online Discussions. In Z. Akyol & D. Garrison (Eds.), Educational Communities of Inquiry: Theoretical Framework, Research and Practice (pp. 133-147). IGI Global. https://doi.org/10.4018/978-1-4666-2110-7.ch008

Chicago

Stein, David S., and Constance E. Wanstreet. "Coaching for Cognitive Presence: A Model for Enhancing Online Discussions." In Educational Communities of Inquiry: Theoretical Framework, Research and Practice, edited by Zehra Akyol and D. Randy Garrison, 133-147. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-2110-7.ch008

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Abstract

This chapter presents a coaching approach to promote higher-order discussion skills in synchronous chats. Combining the Community of Inquiry framework with elements of the Co-Active Coaching Model has resulted in a guide for coaching interventions and discussion outcomes. The approach separates the discussion process coach’s role from that of the course instructor and complements the instructional work of the class. Learners have an opportunity to improve their performance in a voluntary advising relationship that promotes action, learning, and accountability.

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