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Kanatouri48 the coaching interaction in ways that may challenge coaches and call for them to develop enhanced skills. There are several issues to be addressed if digital coaching practice is to mitigate its challenges. Given that technology is a moving target, coaches need to maintain an overview of the plethora of digital tools available and have to develop their ability to evaluate different tools, in terms of the suitability for their clients’ individual needs. Offering specialised training might be useful to support coaches in evaluating the different tools, adapting their skills, under- standing how to build rapport and to offer support via different media. Eth- ical issues that could arise through the use of technology should also not be neglected and should be included in the coach training curriculum. Finally, the way and the extent to which media attributes or coaching skill, or the interplay between the two, affect the coaching experience warrants further investigation. References Amichai-Hamburger, Y., Klomek, A. B., Friedman, D., Zuckerman, O., Shani-Sherman, T. (2014). The future of online therapy. Computers in Human Behaviour, 41, 288–294. Barak, A., Hen, L., Boniel-Nissim, M., Shapira, N. (2008). A comprehensive review and a meta-anal- ysis of the effectiveness of internet-based psychotherapeutic interventions. Journal of Technol- ogy in Human Services, 26 (2–4), 109–160. Berry, R. M. (2005). A comparison of face-to-face and distance coaching practices: The role of the working alliance in problem resolution. Unpublished doctoral dissertation, Georgia State Uni- versity, Atlanta, GA. Bresser, F. (2013). The state of coaching across the globe: Results of the Global Coaching Survey 2008/2009 (August 2009). https://cdn.ymaws.com/www.associationforcoaching.com/resource/ resmgr/Research/globalcoachingsurvey09-execu.pdf [9.4.2020]. Carlson, J. R., Zmud, R. W. (1999). Channel expansion theory and the experiential nature of media richness perceptions. The Academy of Management Journal, 42 (2), 153–170. Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53 (4), 445–459. Clark, R. E. (1985). Confounding in educational computing research. Journal of Educational Com- puting Research, 1 (2), 137–148. Cook, J., Doyle, D. (2002). Working alliance in online therapy as compared to face-to-face ther- apy: Preliminary results. CyberPsychology and Behavior, 5 (2), 95–105. Daft, R. L., Lengel, R. H. (1986). Organizational Information Requirements, Media Richness and Structural Design. Management Science, 32 (5), 554–571. Daft, R. L., Lengel, R. H., Trevino, L. K. (1987). Message equivocality, media selection, and man- ager performance: Implications for information systems. MIS Quarterly, 11 (3), 355–366. Dennis, A. R., Kinney, S. T. (1998). Testing media richness theory in the new media: The effects of cues, feedback, and task equivocality. Information Systems Research, 9 (3), 256–274. D’Urso, S. C., Rains, S. A. (2008). Examining the scope of channel expansion: A test of channel expansion theory with new and traditional communication media. Management Communi- cation Quarterly, 21 (4), 486–507. Open-Access-Publikation im Sinne der CC-Lizenz BY-NC-ND 4.0