Coaching can be defined as a tutorial function of monitoring student progress in
order to provide feedback for improvement. It is materialized on the process of giving feedback in order to develop performance, confidence and awareness of the learning processes (Peterson, 2005).
Cybercoaching techniques focus on students’ continuous personal success and promoted the development of not only specifical, but also, transferable skills. It is built around a (online) close relationship that in cyclical sequences promotes effectiveness of performance. It requires equity and excellence of instruction, personalized feedback, quality of communication, quality and frequency of assessment, countinuous professional development, increased research about students expectations and ambitions, formative assessment, promotion of self-regulation and awareness of learning processes.
In summary what does cyber-coaching model highlights as important to notice and properly apply in an online course:
. work in order to give students continuous and just-in-time feedback, focused on progresses and not on faults, and explicitly useful (not nice but empty feedback) about what need to be done in order to get real improvements,
. see feedback and assessment as a two-way road, which can help students to improve but it can also help instructors to become more effective,
. promote personal reflection and self-regulation of learning,
. provide clear, analytical and objectives related rubrics
. foment activities where higher-order and transferable skills can be applied and developed;
. design flexible and personally meaning activities,
. don’t’ neglect students’ motivation and satisfaction.
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Reference: Petersen, N. J. (2005). Cybercoaching: Rubrics, feedback, & metacognition, oh my! Paper presented at E.C. Moore Symposium on Scholarship of Teaching and Learning. Indiana University: February, 25.
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