This note explains my thinking about my role in the courses that I have the privilege to conduct. The philosophy of learning that I share with my students is based on a coaching model, not the conventional teaching model. 
The Coaching Model
Larry Tomassini
Fisher College of Business
The Ohio State UniversityWHAT ARE THE MODELS?
In the conventional teaching model, I (the professor) impart knowledge on the student. By implication, the better that I "teach", the better that students learn. The weaknesses of this model are threefold:
- The student is placed in a relatively passive role and does not take the primary responsibility for learning. For the sake of their intellectual development, I must share that responsibility with students and have them take an active part in the learning process.
- In our information age, no one knows (or needs to know) everything that is relevant and useful. I am merely one source of information (knowledge) for my students. They need to learn how to access other sources as well.
- Students are not alike in abilities, objectives, and ways of learning. My course design and method must recognize and celebrate these differences.
In the coaching model, my job is different. I help the students to learn for themselves (or, more fundamentally, learn how to learn). I share with them what I know, but my objective is primarily to ignite their passion for learning in their own unique ways from a wealth of available sources. This objective puts me in the role of managing the class and providing individualized guidance (coaching) as needed. In addition, it implies that I should continue to learn and to grow with my students; otherwise, I am a hypocrite.
Further, the coaching model allows students to appreciate the value of collaboration and teamwork in the learning process. They collaborate with me and with their fellow students. Such collaboration is critical to developing the interpersonal skills that employers value so highly in the work place.
DIFFERENCES IN ASSIGNMENTS
Typically, the two models differ in the types of assignments used. In the conventional teaching model, the instructor selects one or more texts (or similar materials) and defines the nature of the learning expected by the choice of reading and writing assignments. In the prototypical case, these assignments are highly structured, with well-defined objectives and requirements. The student's job is to absorb what the author says, to develop certain skills which relate to this material (e.g., computational problems in accounting), and (possibly) to identify the relevance of this material to some real phenomena.In the coaching model, by contrast, the emphasis is on a multiplicity of source materials (i.e., a library or portfolio) which serve to provide the catalyst for learning, rather than delimit its boundaries. Although some structured reading and writing may be required, learning to question is as important as learning to answer. Emphasis on problem recognition/definition is emphasized, not just problem solving. Finding and evaluating information sources is the norm, not merely absorbing what is known.
DIFFERENCES IN ASSESSMENT
In addition to assignments, the coaching model uses different assessment mechanisms than the conventional teaching model. In the latter, closed-book examinations are the primary basis for evaluating the extent of student learning achievement. Often, for convenience or otherwise, these exams contain a significant proportion of structured, "objective" questions, and success is defined by the degree of "right answers" achieved.Consistent with its broader objectives, the coaching model employs a wide array of assessment techniques, many having an open-ended, untimed nature. These assignments focus on developing and demonstrating learning skills, not just content mastery. Also, they are heavily process-driven, giving the student the opportunity to demonstrate research, critical thinking and communication skills, and they focus more on defensibility of a position, than on any single "right answer". In this context, the student with an "answer" that differs from the instructor's may get a high grade if (s)he does a good job of reasoning and articulating the basis for this position. Lastly, because of this process orientation and because of the intrinsic value of teamwork skills, student assessments often are made on a multi-person (group or team) basis, not just for individual learners.
TECHNOLOGY AND COACHING
Having introduced the coaching model and contrasted it with the traditional learning model, I turn to a few comments on technology. I believe that technology allows us to implement the coaching model in efficient and highly productive ways. In particular, electronic communication (through various Internet media) provides accessible resources to make this model work.Let me illustrate by describing three of these media that I have used successfully in my own classes. First, I have encouraged students to use e-mail to communicate with their peers and me. This allows the classroom to extend well beyond the scheduled meeting times, thereby encouraging the student-centered learning sought in the coaching model. Students contact me often (in fact, much more than they did in traditional office hours), and I am able to respond promptly. More importantly, they contact each other and create a collaborative learning mode unlike any that I have seen in a traditional classroom setting.
Second, I have encouraged the use of electronic bulletin boards and threaded discussion groups as a means of extending classroom discussions. In class, we have many case discussions and formal debates. Because of time limits and personal inhibitions, not all students participate fully in those discussions. The online discussions provide a less threatening outlet for those students, and permits an extended time frame for additional insights that result from interaction and further reflection. Once again, the technology encourages students to accept the major responsibility for deeper thinking and learning of the course material.
Finally, and most importantly, I am using the World Wide Web as a core medium for course content and delivery. In addition to organizational efficiency and communication, the web focus lends itself well to exploratory and discovery learning. Students control the nature and scope of resources by digging through the ever-increasing network of websites and by integrating these resources to shape and support a position on the assigned case or project.
Copyright ©2001 Lawrence A. Tomassini
All Rights Reserved
