How Are They Now? Longer Term Effects of eCoaching Through Online Bug-In-Ear Technology

Abstract

Abstract:In this study, using mixed methods, we investigated the longer term effects of eCoaching through advanced online bug-in-ear (BIE) technology. Quantitative data on five dependent variables were extracted from 14 participants' electronically archived video files at three points in time-Spring 1 (i.e., baseline, which was the first semester of enrollment without eCoaching feedback), Spring 2 (i.e., 1 year later with eCoaching feedback), and Spring 3 (i.e., 2 years later after exiting the program without eCoaching feedback). Qualitative data were collected by means of interviews with participants regarding their ongoing participation in eCoaching. Quantitative analysis, using repeated-measures ANOVA, confirmed initial improvements in participants' teaching practices and P-12 student engagement generally withstood the test of time. Also, qualitative findings indicated, as time went on, participants had more positive than negative attitudes toward eCoaching through advanced online BIE.

The Social Validity of Bug-in-Ear Coaching: Findings From Two Studies Implemented in Inclusive Early Childhood Environments

“…Further, social validity data from three BIE studies indicate BIE coaching is helpful in increasing student performance with school-age students. In one study, educators reported improvements in students' persistence during difficult tasks (Scheeler et al, 2010) and in two studies, observations of students' behaviors indicated improved engagement during lessons (Rock et al, 2009(Rock et al, , 2014. However, another of Rock and colleagues' (2012) studies found nonsignificant effects of BIE on student engagement.…”

“…Preservice special educators have reported that BIE aided in the acquisition of evidence-based practices during coaching sessions, which led to their spontaneous use of practices when coaching was not provided (Rock et al, 2014). Further, social validity data from three BIE studies indicate BIE coaching is helpful in increasing student performance with school-age students.…”

Effects of Professional Development and Videoconferencing on the Increase of Opportunities to Respond and the On-Task Behavior of Students with Emotional Behavior Disorders

“…Although the immediate feedback offered by BIE technology has been praised in recent research (Ottley & Hanline, 2014;Rock et al, 2012;Rock et al, 2014;Wade, Bohac, & Platt, 2013), some teachers and coaches complain that the two sets of verbal stimuli can be overwhelming while trying to deliver instruction. A novice teacher may struggle more with the added stimuli of coaching via BIE (Smith & Israel, 2010).…”

The effects of real-time visual performance feedback on teacher feedback.

“…Recently, researchers have begun using technology to provide real-time performance feedback privately or at a distance using bug-in-ear systems or Internetbased video conferencing software to provide performance feedback at a distance (Goodman, Brady, Duffy, Scott, & Pollard, 2008;Machalicek et al, 2010;Ploessl & Rock, 2014;Rock et al, 2012;Rock et al, 2009;Rock et al, 2014;Scheeler et al, 2010 paired video conferencing with bug-in-ear to provide private feedback to teachers who responded with improved instructional practices. Researchers have also had positive effects using similar, real-time feedback in person using bug-in-ear systems to provide feedback privately to teachers during instruction (e.g., Goodman et al, 2008) Agent.…”

“…Additionally, researchers may examine remote applications of real-time VPF by providing it remotely using Internet-based video-conferencing software; this is an extension of immediate performance feedback research that has allowed researchers to provide the bug-in-ear interventions to teachers in distant locations (e.g., Rock et al, 2014;Scheeler et al, 2011).…”