Social networks have become a phenomenon penetrating the lives of university students. Subject matter of the thesis is an insight into how much educational experience of distance learning students is affected by social network Facebook in informal learning and what impact this new technology has. A qualitative case study was carried out to understand the events, in context, by four research questions: (1) how are each online learning presences used in practice, (2) how does social network Facebook affect educational experience of students, (3) how do specific characteristics of social network Facebook affect the educational experience of students, (4) why is social network Facebook used in informal learning of students in distance education. This work has its roots in the revised framework of Community of Inquiry (CoI) having for dimensions  cognitive, social, teaching and learning  thus leading towards educational experience of students. We applied the social network analysis and content analysis to identify presences of online learning and their effects, also their specific social network Facebook characteristics and the key factors motivating students into using the platform. The conclusion is based on observation and in-depth questioning of six qualified study cases  students of distance learning reading Business and trading on the Internet subject, which is presented in the Faculty of Economy in University of South Bohemia in České Budějovice. The individual study cases were selected from the results of socio-metric research  critical, typical, and extreme case from a pool of large number of friends and a pool of strong students. The results show, that the presence of learning together with cognitive presence are the most significant kinds of online learning on social network Facebook. Specific social network Facebook characteristics were identified supporting the CoI framework by its social presence (opportunity to take up new identities, create relationships and form groups based on members' presence), teaching presence (opportunities to share in context of reputation the content) and cognitive presence (opportunity to have a conversation and share its content in context of reputation) leading towards learning presence and educational experience. Key factors motivating students into using social network Facebook for educational purposes had proven to be ubiquity, communication and cohesiveness. The results are interpreted based on theory and practice  for educators as well as ICT developers.

We commonly hear sentences labeling the virtual learning environment and all interaction which takes place on the web in a negative way. My experience in the virtual environment has made me feel differently. For me, it s a space where I meet people to learn together. This research has the objective to observe and analyze how participants of an online course live and feel the social presence and how different views of this concept can influence the teaching and the learning process. The research was developed throughout an online course moderated by me via the Federal University of Uberlândia offered to twenty English teachers from different areas in Brazil where three teacher-students were direct participants. The field texts were composed by diaries written by me during the moderation of the online course, messages exchanged between participants throughout the course, my autobiographical stories, posts written by participants on their individual e-portfolio, the recordings of our synchronous classes, e-mails exchanged by us during and after the online course and texts written by participants. The literature review brings studies on social presence (SHORT et al., 1976; GUNAWARDENA, 1995; WALTHER, 1996; GARRISON et al., 2000; TU, 2002; SWAN, 2003; LOWENTHAL, 2010), on interaction (HILLMAN, WILLIS; GUNAWARDENA, 1994; MOORE; KEARSLEY, 2005), on learning communities (WENGER, 1998; GARRISON, ANDERSON; ARCHER, 2000; GARRISON, 2006; WENGER; WHITE; SMITH, 2009) as well as on and the presence of teachers and students in the online learning environment (MASON, 1998; BERGE, 2000; MORGADO, 2001; SILVA, 2011). The theoretical-methodological path chosen was Narrative Inquiry (CONNELLY; CLANDININ, 2000; CONNELLY; CLANDININ, 2006; CLANDININ; ROSIEK, 2007; CONNELLY; CAINE, 2013; MELLO, 2005; MELLO, 2013). To compose meaning of our lived experience, I adopt the perspective of Ely, Vinz, Downing e Anzul (1997). Throughout the research, I could observe that each participant lived social presence in a unique way. As I see it, our convictions of what it means to be present in an online environment have shaped both the way we lived the experience, as well as how we choose to teach and learn online. I believe the results of this research can bring forth reflections and discussions about social presence and its role in online courses. / É comum ouvirmos frases que rotulam negativamente o ambiente virtual de aprendizagem e toda interação que ali ocorre. Entretanto, minha experiência nesse ambiente faz com que eu não perceba o ambiente virtual como frio e, sim, como um espaço onde encontro pessoas para aprender. Esta pesquisa teve como objetivo observar e analisar como participantes de cursos online vivenciam a presença social e como as concepções desse conceito podem influenciar o processo de ensino e aprendizagem online. A pesquisa foi desenvolvida durante um curso de extensão online moderado por mim1 por meio da Universidade Federal de Uberlândia para vinte professores de Inglês de diferentes partes do Brasil, dos quais três foram participantes diretos. Os textos de campo foram compostos por diários de bordo escritos por mim durante a moderação do curso online, mensagens trocadas entre os participantes ao longo do curso, minhas narrativas autobiográficas, postagens escritas pelos participantes no portfólio virtual individual, as gravações de nossas aulas síncronas, e-mails trocados entre nós durante e após o curso online e relatos escritos pelas participantes. A revisão da literatura traz estudos sobre a presença social (SHORT et al., 1976; GUNAWARDENA, 1995; WALTHER, 1996; GARRISON et al., 2000; TU, 2002; SWAN, 2003; LOWENTHAL, 2010), sobre a interação (HILLMAN, WILLIS; GUNAWARDENA, 1994; MOORE; KEARSLEY, 2005), sobre comunidades de aprendizagem (WENGER, 1998; GARRISON, ANDERSON; ARCHER, 2000; GARRISON, 2006; WENGER; WHITE; SMITH, 2009) e sobre a presença do professor e do aluno no ensino online (MASON, 1998; BERGE, 2000; MORGADO, 2001; SILVA, 2011). O caminho teórico-metodológico escolhido foi o da pesquisa narrativa (CONNELLY; CLANDININ, 2000; CONNELLY; CLANDININ, 2006; CLANDININ; ROSIEK, 2007; CONNELLY; CAINE, 2013; MELLO, 2005; MELLO, 2013). Para a composição de sentidos da experiência vivida, utilizo a perspectiva de Ely, Vinz, Downing e Anzul (1997). Durante esta pesquisa, pude observar que cada participante vivenciou a presença social de maneira singular. A meu ver, nossas convicções do que é estar presente no ambiente online influenciaram tanto a maneira pela qual vivemos a experiência, quanto o modo de ensinar e de aprender nesse espaço. Acredito que os resultados dessa pesquisa poderão oportunizar reflexões e discussões sobre a presença social e sua importância em cursos online. / Mestre em Estudos Linguísticos

As novas tecnologias de informação e comunicação são recursos fundamentais para apoiar a formação profissional inicial e continuada de engenheiros e outros profissionais, quando se busca conhecimento significativo no interior de um contexto de aprendizagem colaborativa. Muitos fatores podem influenciar os resultados da aprendizagem a distância, em que o diálogo e a colaboração são necessários para a construção do conhecimento. Tendo em vista a relevância do tema, percebe-se na literatura da área a necessidade de estudos avaliando, de forma quantitativa, aspectos pessoais dos estudantes da modalidade de ensino on-line. A abordagem quantitativa complementa o estudo qualitativo como uma forma objetiva de análise baseada em mensurações facilmente coletadas pelo Ambiente Virtual de Aprendizagem (AVA). Assim, mostram-se importantes os estudos quantitativos, interdisciplinares e que identifiquem fatores que moderem e/ou ampliem a relação entre os componentes e os resultados do curso on-line. Este trabalho busca, usando metodologias quantitativas, determinar características pessoais do estudante de educação a distância (EAD), que impactam na sua percepção das presenças social, cognitiva e de ensino, e que podem ser desenvolvidas por ações educativas. Para tanto se propôs dois instrumentos de pesquisa cujos indicadores são: Gestão do Tempo, Habilidades de Comunicação e Proficiência Digital (Básica e Avançada). Esses instrumentos utilizam a metodologia de pesquisa survey, em sua modalidade on-line. A amostra global estudada é composta por estudantes universitários, professores do ensino fundamental e professores universitários, que, voluntariamente, responderam aos questionários (n = 663). Propõe-se também um modelo causal que relacione os indicadores com a percepção das presenças apontadas no paradigma da Comunidade de Inquirição (COI) e utiliza-se a Modelagem de Equações Estruturais (MEE) para analisar os dados e compreender as relações existentes. A construção do modelo estrutural foi realizada por meio de uma subamostra (n = 198). A análise dos resultados sugere que um aumento das habilidades individuais, por meio de capacitação prévia dos alunos, produzirá um impacto positivo sobre a percepção das características do AVA, refletindo nas percepções das presenças. Neste trabalho, o peso de regressão padronizado indica uma elevação de 0,49 desvio padrão na escala de Percepção da Comunidade de Inquirição, quando a escala da variável Características dos Estudantes se eleva em um desvio padrão, e ainda, que a Habilidade de Comunicação afeta positivamente a Presença Social (peso de regressão padronizado de 0,26). O mesmo ocorre com a Proficiência Digital Básica e a Presença Cognitiva (peso de regressão padronizado de 0,08). Assim, compreender como os indicadores afetam a percepção da estrutura proposta no AVA pode auxiliar os responsáveis pelos cursos no gerenciamento dos recursos disponíveis, bem como no oferecimento de treinamentos que visem desenvolver tais habilidades. Os instrumentos de pesquisa propostos neste trabalho possuem número reduzido de questões, estando disponíveis gratuitamente. Tais instrumentos viabilizam uma análise rápida, simplificada e eficaz das turmas, possibilitando configurações mais adequadas de cursos on-line, por meio de uma programação de atividades que visem contribuir efetivamente para a formação dos estudantes da turma analisada. / In a country with great need of skilled labor such as Brazil, the new information and communication technologies are key resources to support initial and continuing professional training of engineers and other professionals when seeking significant knowledge within a collaborative learning context. Many factors can influence the results of distance learning, where dialogue and cooperation are necessary for the construction of knowledge. Given the importance of the topic, it can be seen in the literature of the area, a lack of studies evaluating, quantitatively, personal aspects of the students of online learning mode. The quantitative approach complements the qualitative study, as an objective form of analysis based on measurements easily collected by Virtual Learning Environment (VLE). So, are important quantitative and interdisciplinary studies and to identify factors that moderate and / or expand the relationship between the components and the results of the online course. This paper seeks, using quantitative methodologies, determine personal characteristics of Open and Distance Learning (ODL) student, that impact on their perception of social, cognitive and teaching presences, and that can be developed by educational activities. Therefore it was proposed two instruments of research, whose indicators are: Time Management, Communication Skills and Digital Proficiency (Basic and Advanced). These instruments use the survey research methodology in its online mode. The sample is made up of university students, elementary school teachers and university professors, who willingly answered all questions (n = 663). It also proposes a causal model relating the indicators to the perception attendance pointed out in the paradigm of the Community of Inquiry. We use the Structural Equation Modeling to analyze the data and understand the relationships. The validation of the model was carried out a subsample (n = 198). The results suggest that an increase in individual skills through previous training of students, have a positive impact on the perception of the characteristics of virtual learning environment, reflecting the perceptions of attendance. In this work, the standardized regression weight indicates an increase of 0.49 standard deviation in Perception of the Community of Inquiry Scale when the scale of the variable Characteristics of Students increases by one standard deviation; and further that the Communication Skill positively affects the Social Presence (standardized regression weight of 0.26). The same happens with the Basic Digital Proficiency and Cognitive Presence (standardized regression weight of 0.08). Thus, understanding how the indicators affect the perception of the structure proposed in the Virtual Learning Environment can assist those responsible for courses in management of available resources, and to offer training designed to develop such skills. Research tools proposed in this work have few questions and are available for free. These tools make possible a quick, simplified and effective analysis of classes, and enable the most appropriate settings for online courses through the schedule of activities aimed at effectively contribute to the training of students of the analyzed class.

Abstract The study analyzes the theoretical basis of the Philosophy for Children (P4C) program elaborated by Matthew Lipman. The aim is, firstly, to identify the main philosophical and pedagogical principles of P4C based on American pragmatism, and to locate their pedagogization and possible problems in Lipman's thinking. Here the discussion is especially targeted to the thinking of John Dewey and George H. Mead as well as Lev Vygotsky, whom Lipman himself names as the most pivotal sources for his own thinking. On the other hand, the study aims at opening up new perspectives and thematizations on P4C from the viewpoint of the continental tradition of thought. The essential principles of P4C connected with reasonableness and judgment are ultimately interpreted as a neo-Aristotelian effort to contextualize philosophy by tracing it back to moderation, the man's ability to consider and solve problems that he meets in practical life kata ton orthon logon – by doing right things in the right place at the right time in the right way. This phronetic idea of 'humanizing modernity' combined with the evolution of the adult-child concept is argued to be one of the conditions for the possibility of P4C, yet leaving unsolved the basic problems involving pedagogical action as such. John Dewey's ideas arising from the critique of the modern philosophy of consciousness, focusing on the significance of philosophy in practical human life and linked to the basic nature of human knowing and intellectual growth and, further, to the ideal of a democratic community, are shown to form the main intellectual sources of P4C. Dewey's philosophy as a general theory of education means a solid linking of the concepts of experience and inquiry to the practice of education. This is based on the naturalistic conception of man according to which man is built in dynamic transaction with his environment, experiencing the true meanings of his ideas in the consequences of his actions as he tries to solve problematic situations. So, inquiry as a method of reflective thinking forms the basis for education based on intellectual growth. A condition for it is a context meaningful for the child in which the paradigm of inquiry can be realized authentically. It is therefore important in education to provide circumstances that stimulate the child's curiosity, initiating a process of inquiry that further enables, through the formation of reflective habits, the development of a democratic community. The purpose of the pedagogical interaction taking place in the process of inquiry is to produce educative experiences for the child, making the pedagogical relationship vanish at the same time. The idea is that in pedagogical action the child's subjectivity, his desire and impulses are adapted to the tradition, yet generating at the same time a prospective, reflective habit, thus freeing the educatee to think intelligently for himself. The study shows the articulation of these principles in Lipman's practical effort to convert the classroom into a community of inquiry, but it also argues that the above-mentioned Bildung theoretical core problem of pedagogical action, related to its paradoxical special characteristics to produce autonomous subjectivity, is not thematized. In connection with this issue, the educational thinking of Kant and Hegel is discussed especially from the viewpoint of philosophy teaching. To provide a new perspective for the discussion, the study outlines the community of inquiry as an 'educative space' from the viewpoints of the pedagogical relationship typical of hermeneutic pedagogy and of non-reflective functional structures and phenomena based on pedagogical intuition that are linked to it. / Tiivistelmä Tutkimuksessa eritellään Matthew Lipmanin kehittelemän Filosofiaa lapsille (P4C) ohjelman teoreettisia perusteita. Tarkoituksena on ensinnäkin identifioida P4C:n amerikkalaiseen pragmatismiin palautuvat filosofiset ja pedagogiset pääperiaatteet sekä paikallistaa niiden pedagogisoituminen sekä mahdolliset ongelmat Lipmanin ajattelussa. Tällöin tarkastelun kohteena on erityisesti John Deweyn ja Georg H. Meadin ajattelu sekä lisäksi Lev Vygotsky, jotka kolme Lipman itse nimeää oman ajattelunsa merkittävimmiksi lähteiksi. Toisaalta tutkimuksessa pyritään avaamaan P4C:lle uusia näkökulmia ja tematisointeja mannermaisen ajatteluperinteen näkökulmasta. P4C:n keskeiset järkevyyteen ja arvostelukykyyn liittyvät periaatteet tulkitaan viimekädessä uusaristotelisena pyrkimyksenä kontekstualisoida filosofia palauttamalla se kohtuullisuuteen, ihmisen kykyyn harkita ja ratkaista käytännöllisessä elämässä kohtaamiaan ongelmia kata ton orthon logon – tekemällä oikeita asioita oikeassa paikassa oikeaan aikaan oikealla tavalla. Tämä 'modernin inhimillistämisen' froneettinen idea yhdistyneenä aikuinen-lapsi käsitteen evoluutioon argumentoidaan P4C:n yhdeksi mahdollisuusehdoksi, joka jättää kuitenkin pedagogiseen toimintaan sinänsä liittyvät perusongelmat ratkaisematta. John Deweyn modernin tietoisuusfilosofian kritiikistä nousevat, filosofian merkitystä ihmisen käytännöllisessä elämässä korostavat näkemykset, jotka liittyvät inhimillisen tietämisen ja älyllisen kasvun perusluonteeseen sekä edelleen demokraattisen yhteisön ideaaliin osoitetaan P4C:n keskeisiksi intellektuaalisiksi lähteiksi. Dewey'n filosofia yleisenä kasvatuksen teoriana merkitsee kokemuksen ja tutkimuksen käsitteiden kiinteää kytkemistä kasvatuksen käytäntöön. Tämä perustuu naturalistiseen ihmiskäsitykseen, jonka mukaan ihminen rakentuu dynaamisessa transaktiossa ympäristönsä kanssa kokien ideoidensa todet merkitykset toimintansa seurauksissa pyrkiessään ratkaisemaan ongelmallisia tilanteita. Tällöin tutkimus reflektiivisen ajattelun metodina muodostaa perustan älylliseen kasvuun perustuvalle kasvatukselle. Sen ehtona on sellainen lapselle merkityksellinen konteksti, jossa tutkimuksen paradigma voi toteutua autenttisena. Kasvatuksessa on siten tärkeää luoda olosuhteet, jotka stimuloivat lapsen uteliaisuutta käynnistäen tutkimuksen prosessin, joka edelleen mahdollistaa reflektiivisten tapojen muodostumisen kautta demokraattisen yhteisön kehittymisen. Tutkimuksen prosessissa tapahtuvan pedagogisen interaktion tarkoituksena on tuottaa lapselle kasvattavia kokemuksia häivyttäen samalla pedagogista suhdetta. Ajatuksena on, että pedagogisessa toiminnassa lapsen subjektiviteetti, hänen halunsa ja impulssinsa sovittuvat traditioon generoiden samalla kuitenkin tulevaisuuteen suuntautuvaa, reflektiivistä tapaa vapauttaen näin kasvatettavan ajattelemaan älykkäästi itse. Tutkimuksessa osoitetaan näiden periaatteiden artikuloituminen Lipmanin käytännöllisessä pyrkimyksessä muuntaa koululuokka tutkivaksi yhteisöksi, mutta samalla kuitenkin argumentoidaan, että mainittu pedagogisen toiminnan sivistysteoreettinen ydinongelma liittyen sen paradoksaaliseen erityisluonteeseen autonomisen subjektiviteetin tuottamiseksi ei tematisoidu. Tämän kysymyksen yhteydessä tutkimuksessa tarkastellaan Kantin ja Hegelin kasvatusajattelua erityisesti filosofian opetuksen näkökulmasta. Uutena avauksena tutkimuksessa hahmotellaan tutkivaa yhteisöä 'kasvattavana tilana' hermeneuttiselle pedagogiikalle ominaisen pedagogisen suhteen ja siihen kytkeytyvien ei-reflektiivisten, pedagogiseen intuitioon perustuvien toimintarakenteiden ja ilmiöiden näkökulmasta.

Magister Educationis - MEd / In this study I researched the effectiveness of a ‘Thinking Schools’ initiative at a local primary school between April 2010 and September 2011. I looked at how the school began the journey, what has changed in the school, the contextual factors that have influenced the process and what has sustained the school’s progress. As background to the study I discuss the importance and relevance of learned intelligence as explained by Vygotsky, thinking skills and cognitive education, and the whole school approach as opposed to individual teacher initiatives, as introduced by Burden in the United Kingdom. A local adaptation of Lipman’s ‘Philosophy for Children’ was the focus of this study, as it was chosen by the school as the starting point on their road to becoming a Thinking School. A qualitative research approach was used, using a constructivist paradigm and case study methodology, following the guidelines established by Stake (1995) and Yin (2003). The participants included the principal, together with selected teachers and learners and a curriculum advisor. Data collection took the form of interviews and a rating scale. The study found positive changes in teacher and learner thinking, supported by the ethos and stability of the school environment. The major challenge was that not all stakeholders were involved.

No description available.

This study aimed to observe measurement invariance between community college students and university students in response to the Community of Inquiry (CoI) Survey instrument. Most studies of the CoI survey instruments have recorded and validated the instruments considering undergraduate or graduate students. This study sought to validate and prove the survey tool as a reliable instrument for the community college population. The study employed SEM and meta-analytic procedures to observe measurement invariance between a Monte Carlo generated general university sample population and the community college survey population. The findings are discussed, as well as the implications for CoI studies in the community college.

Purpose – The unexpected yet drastic influence of the COVID-19 pandemic resulted in a rapid transition of education to be conducted in digital environments. Replacing face-to-face classrooms with synchronous online learning requires a number of appropriate adjustments which were heavily restricted by the urgency of this global change taking place. With theobserved issues of student participation and involvement in online learning, the purpose ofthis research was to investigate the potential that digital collaborative tools have and if theycan improve the quality of online group discussions among students aged 12 to 16 years old. Method – This study employs a quantitative data collection approach and makes use of the Community of Inquiry framework. A close-ended questionnaire based on the Community of Inquiry survey tool was used to collect students’ impressions and attitudes after they hadparticipated in the experimental study. The experiment consisted of control and experimental groups that partook in online group discussions as part of a regularly scheduled lesson. Findings – Digital collaborative tools were found to change the way in which students experience online group discussions. The attained rates of the Community of Inquiry were overall higher among students in the experimental group. Our findings tested to be statistically significant together with the effect size falling between medium to large extent. This further supports the notion that digital collaborative tools bring in a positive difference into online group discussions and have a potential to increase the quality of online learning when implemented carefully and thoughtfully. Implications – This study emphasizes the importance of developing a clear strategy of how to implement suitable digital collaborative tools into online learning in the most optimal manner that would increase the quality of online learning. This paper can be considered as a startingpoint for future research that could construct further knowledge within the field and extend our findings by investigating other aspects that have an influence on and can have beneficial effects for younger students in online education.

Basic nursing education is no longer sufficient to meet the escalating demands of today's complex healthcare environment. Recognizing the need for the advanced cognitive skills incurred by these demands, increasing numbers of registered nurses (RNs) have been enrolling in online Bachelor of Science in Nursing (BSN) programs. The problem identified in the RN to BSN degree completion program at a large Midwestern university was the lack of information as to how online teaching and learning strategies were experienced by students. Research has demonstrated that the online community of inquiry (CoI) model facilitates higher order thinking through collaborative learning strategies and the interaction of teaching, social, and cognitive presence. The purpose of this sequential explanatory mixed methods study was to investigate the perceptions of RNs enrolled in the program about a recently completed course utilizing a 34-item CoI survey and semi-structured interviews. The data from 109 completed survey responses were analyzed via descriptive statistics and indicated that student perceptions of social and teaching presence were lower than perceptions of cognitive presence, meaning that the perceived establishment of online relationships and instructor engagement were not as high as were the perceived experiences of higher order thinking. Interviews with 15 purposefully selected students were analyzed for emergent themes and suggested limited online collaboration, which is considered to be fundamental to higher order learning. Based on these findings, a faculty development workshop was designed using the CoI model to encourage collaboration. A potential increase in RN proficiency in higher order thinking fostered by the CoI model will optimize the quality of patient-related decisions, minimize medical errors, and provide the impetus to challenge the status quo in health care.

Den tekniska utvecklingen har varit storskalig i världen och människors vardagsliv harändrats mycket det senaste seklet. I kontrast till detta har den svenska skolan inte sett sammahastiga tekniska utveckling. Samtidigt visar resultat från PISA att elevers resultat i matematiksjunker. Här identifieras två problem som måste lösas. Därför syftade denna undersökningtill att underlätta elevers matematikstudier genom att skapa en ny digital lärmiljö. Lärmiljönkom att kombinera matematiska lösningsförslag med nätcoaching. Det gjordes med hjälp avdet digitala läromedlet Mathleaks och lärplattformen TalkMath. Därefter analysera hur entill-en nätcoaching fungerade i denna nya lärmiljö. Undersökningen syftade även ta reda påhur elever uppfattar lärmiljön och om den kan vara ett komplement till lösningsförslag.Lärmiljön skapades med grund i pedagogiska teorier såsom Vygotskijs sociokulturellaperspektiv, teorier om coaching, synkron kommunikation samt teorier om en-till-ennätcoaching. Två metoder användes för att samla denna data. För det första sparades allakonversationer automatiskt i en databas. För det andra så användes en enkät för att samlaelevernas uppfattning av lärmiljön. Ramverket Undersökande relation användes för attanalysera alla konversationerna mellan elev och coach. Studenterna valdes ut från en svenskgymnasieskola där en av författarna jobbar, eleverna var i åldrarna 15-18 år. Resultatenindikerade att denna nya lärmiljö var ett bra komplement till lösningsförslag. Det drogs ävenslutsatsen att lärmiljön hjälpte elevers kognitiva progression. Undersökningen visar att endigital lärmiljö kan vara ett bra komplement för elever som studerar matematik medlösningsförslag. / The digital and technical development of the world have been large-scale and people’s day-to day life has changed immensely the last century. In contrast, the Swedish school system has not been seeing the same rapid technical development. As students’ results in mathematic sare declining an approach to battle this trend can be to apply this technological development on students’ studies in mathematics. Therefore, this thesis sought to ease students’ mathematics studies by creating a digital learning environment. By combining worked examples with online coaching the environment was created through the platforms Mathleaks and TalkMath. Then examine how online one-to-one coaching works in this environment. It also sought to analyse how students perceive this teaching environment and if it can be usedas a complement to worked-examples. The environment was created based on pedagogical theories such as Vygotsky's sociocultural perspective, coach theories, synchronous communication as well as theory around one-to-one online coaching. Two methods were used to gather data. First, the conversations were automatically stored in a database. Secondly, a survey was used to gather the students’ opinion of the teaching environment. The framework Relationship of Inquiry was used to analyse all conversations between students and coaches. Students were chosen from an upper secondary school in the ages of 15-18 where one of the authors worked. Results indicated that the teaching environment that was created was a good complement to worked-examples. The environment was shown to help student’s knowledge progression. This shows that digital teaching environments can be a valuable addition for students when studying mathematics.