E‐Coaching: Accept it, It's Here, and It's Evolving!

Boyce, Lisa A.; Clutterbuck, David

doi:10.1002/9781118255995.ch11

Cited by 3 publications

(12 citation statements)

References 49 publications

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“…Eventually, these communication formats find their way into the educational environment especially if learning occurs in an online format. Research suggests virtual coaching can be effective if the communication technology is used effectively by all parties, and if these parties are very clear of the intent behind the sessions (Boyce & Clutterbuck, 2011;Boyce & HernezBroome, 2010;Clutterbuck, 2010;Moreme, 2013) The technology has to be able to provide a solution to reach the agreed upon coaching outcomes.…”

Section: Resultsmentioning

confidence: 99%

“…The interaction can involve telephone, video conferencing, e-mail, online chat sessions, texting and can be synchronous or asynchronous. By introducing ICT into the coaching relationship, it influences the relationship between the coaching process and the coaching outcomes (Boyce & Clutterbuck, 2011). While the introduction of ICT to support e-coaching is controversial for some, it is becoming more commonplace and evidence increasingly suggests its effectiveness (Boyce & Hernez-Broome, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Questions are emerging as to whether quality coaching can occur using ICT. A greater understanding of how ICT impacts coaching is needed, particularly the skill base that is needed for both the coach and the coachee to interact in this medium (Boyce & Clutterbuck, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

“…By understanding student usage patterns, guidelines and criteria can be established to assist these learners to achieve optimal learning outcomes. This, in turn, prepares them for work in an increasingly global business environment where, for example, telecommuting (Zey, 2011), virtual mentoring and e-coaching are increasing in importance (Boyce & Clutterbuck, 2011;Boyce & Hernez-Broome, 2010;Clutterbuck, 2010;Khan, 2010;Meister, Kaganer & Von Feldt, 2011) along with other forms of communication to support virtual teams (Quinn, Faerman, Thompson, McGrath & St. Clair, 2011). …”

Section: Introductionmentioning

confidence: 99%

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Exploring Adult Learners Usage of Information Communication Technology during a Virtual Peer Coaching Experience

Ladyshewsky

Pettapiece

2014

OLJ

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The purpose of this study was to explore how post-graduate students in a fully online business course used information communication technology during a virtual peer coaching experience. In this exploration of technology use it was found students required additional guidance in the use of technologies such as email, telephone calling, and more media rich tools such as Skype and Blackboard Collaborate during a virtual peer coaching session. They did not fully understand how to use these different mediums to guide and structure the coaching experience. They were frustrated by the lack of media richness when using tools with low levels of audio-visual connectivity. The findings suggest that the increasing use of technology in education does not necessarily mean that students will use it appropriately, even if they are adept at learning online or use the technology in their daily lives. Therefore, instructors cannot make assumptions about students' technological literacy even though these same students may appear to have a high level of competency learning online. Guidelines for using ICT in virtual peer coaching are provided as a result of this exploration.

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Section: Resultsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Exploring Adult Learners Usage of Information Communication Technology during a Virtual Peer Coaching Experience

Ladyshewsky

Pettapiece

2014

OLJ

View full text Add to dashboard Cite

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“…Working digitally is becoming increasingly common in coaching practice and is often described as "e-coaching" (Boyce & Clutterbuck, 2010). Ribbers and Waringa ( 2012) define E-coaching as a non-hierarchical developmental partnership between two parties separated by a geographical distance, in which the learning and reflection process is conducted via both analogue and virtual means.…”

Section: Good Practice In the Digital Agementioning

confidence: 99%

Boundaries and best practice

Myers¹,

Bachkirova²

2021

Introduction to Coaching Psychology

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Systematic Literature Review on the Effectiveness of E-Coaching in Higher Education

Almuhsin,

Soh,

et al. 2023

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The catastrophe linked to the COVID-19 epidemic has brought different education issues and challenges to academia across the world. All educational universities around the world were forced to adjust and reorganize the system and process of education based on face-to-face teaching and change it approximately instantly to the working settings and online education. Moreover, before COVID-19, it was common practice for universities to introduce final-year secondary school students to the university environment before they officially enrolled in a university program. However, when COVID-19 spread around the world, most universities stopped face-to-face or on-campus visits and enrolled students in their online degrees. This tended to have an adverse impact on student learning, particularly for first-year students, as the university systems are different for first-year students. The term e-coaching is defined as the method of coaching students through innovative technologies. This paper presents a systematic literature review on the importance and usefulness of e-coaching in improving learner performance-to the best of our knowledge, no researchers have ever done that before in the e-coaching domain.

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E‐Coaching: Accept it, It's Here, and It's Evolving!

Cited by 3 publications

References 49 publications

Exploring Adult Learners Usage of Information Communication Technology during a Virtual Peer Coaching Experience

Exploring Adult Learners Usage of Information Communication Technology during a Virtual Peer Coaching Experience

Boundaries and best practice

Systematic Literature Review on the Effectiveness of E-Coaching in Higher Education

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