ע 25 כלנית ברנס , נעם לפידות - לפלר , אינה בלאו ספר הכנס העשרים ואחד לחקר חדשנות וטכנולוגיות למידה ע"ש צ'ייס: האדם הלומד בעידן הדיגיטלי א' בלאו, ד' אולניק - שמש, נ' גרי, א' כספי, י' סידי, י' עשת - אלקלעי, י' קלמן ו נ' ברנדל )עורכים(, רעננה: האוניברסיטה הפתוחה ממרחק לחיבור: אימון מורים מקוון, למידה חברתית - רגשית ותיאוריית טבעיות המדיה From Distance to Connection: Online Teachers' Coaching, SocialEmotional Learning, and Media Naturalness Theory Abstract This study explores the contribution of online personal coaching to the development of teachers' social-emotional learning (SEL) skills and their classroom expression. It also examines teachers' and coaches' perceptions of these skills through the lens of the Media Naturalness Theory (MNT; Kock, 2005), which suggests that online communication is less effective than face-to-face interaction due to reduced channel naturalness. The study tests this assumption in the context of online coaching for teachers experienced in online interaction in the post-COVID-19 era. Using a mixedmethod design, data were triangulated from interviews with 19 teachers and 18 coaches, 15 teachers' reflections, and 9 non-intervension classroom observations. A thematic analysis of 1104 statements identified three main themes reflecting the contribution of online coaching to SEL skill development: personal development (N=188), professional development (N=183), and uniqueness of coaching resources (N=105). Additionally, two further themes emerged from examining perceptions through MNT: the five components of MNT (N=164) and unique aspects of the online environment (N=464), including psychological, practical, and logistical dimensions. Although challenges appeared in transmitting body language and co-location, and contrary to theoretical predictions, the online setting fostered a safe, supportive, and intimate space enabled openness, reflection, and flexibility, key conditions for developing SEL competencies. Teachers reported improved self-awareness, emotional regulation, and conflict resolution, successfully transferring these skills to classroom practice. The findings align with previous studies while challenging traditional MNT assumptions, suggesting an expanded understanding of the theory and emphasizing its practical and theoretical implications for teacher education in the post-COVID-19 era . Keywords: Social-emotional learning, online coaching, teacher training, Media Naturalness Theory. אינה בלאו האוניברסיטה הפתוחה inabl@openu.ac.il נעם לפידות - לפלר מכללת אורנים לחינוך ואוניברסיטת חיפה noam.lapidot.lefler@gmail.com כלנית ברנס האוניברסיטה הפתוחה kalanitbar@gmail.com Kalanit Baranes The Open University of Israel kalanitbar@gmail.com Noam Lapidot-Lefler Oranim College of Education, University of Haifa noam.lapidot.lefler@gmail.com Ina Blau The Open University of Israel inabl@openu.ac.il
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