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Exploring the Experiences of Virtual Instructional Coaches Within a Virtual Learning Environment.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Exploring the Experiences of Virtual Instructional Coaches Within a Virtual Learning Environment./
Author:	Garcia, Erin.
Description:	1 online resource (228 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-08, Section: A.
Contained By:	Dissertations Abstracts International85-08A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798381722710

Exploring the Experiences of Virtual Instructional Coaches Within a Virtual Learning Environment.
Garcia, Erin.

Exploring the Experiences of Virtual Instructional Coaches Within a Virtual Learning Environment. - 1 online resource (228 pages)

Source: Dissertations Abstracts International, Volume: 85-08, Section: A.

Thesis (Ed.D.)--Southern Nazarene University, 2024.

Includes bibliographical references

It has become imperative for teachers to receive support to meet the challenges of virtual learning practices as the number of virtual schools increases. This qualitative case study explored virtual instructional coaches' educational experiences within an online virtual charter school in the Central Southwest utilizing Garrison et al.'s (2000) Community of Inquiry (CoI) theoretical framework. Purposeful sampling was used to select eight virtual instructional coach participants within the same district. Data were gathered through interviews, observations, documents, and the collection of artifacts. Findings revealed the need for clear coaching roles, a structured coaching framework, CoI framework support, and continuous learning for virtual instructional coaches to enhance coaching success and the quality of virtual coaching experiences. Participants identified successful coaching approaches such as reflection and feedback, leveraging technology, open communication, and supporting teachers through professional development. Challenges virtual coaches experienced included not having a coaching framework, role ambiguity, teachers' technology abilities, and limited personal interaction. Researchers can use this study to gain insights into effective coaching approaches and explore how the CoI framework applies to virtual coaching environments.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381722710Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Coaching supportIndex Terms--Genre/Form:

554714
Electronic books.

Exploring the Experiences of Virtual Instructional Coaches Within a Virtual Learning Environment.
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504 $a Includes bibliographical references
520 $a It has become imperative for teachers to receive support to meet the challenges of virtual learning practices as the number of virtual schools increases. This qualitative case study explored virtual instructional coaches' educational experiences within an online virtual charter school in the Central Southwest utilizing Garrison et al.'s (2000) Community of Inquiry (CoI) theoretical framework. Purposeful sampling was used to select eight virtual instructional coach participants within the same district. Data were gathered through interviews, observations, documents, and the collection of artifacts. Findings revealed the need for clear coaching roles, a structured coaching framework, CoI framework support, and continuous learning for virtual instructional coaches to enhance coaching success and the quality of virtual coaching experiences. Participants identified successful coaching approaches such as reflection and feedback, leveraging technology, open communication, and supporting teachers through professional development. Challenges virtual coaches experienced included not having a coaching framework, role ambiguity, teachers' technology abilities, and limited personal interaction. Researchers can use this study to gain insights into effective coaching approaches and explore how the CoI framework applies to virtual coaching environments.
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