An Online English Learning Community for College Students Based on Community of Inquiry Framework

机译：基于查询框架社区的大学生在线学习社区

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Establishing an online English learning community based on Community of Inquiry (CoI) framework provides an effective way to cope with problems existing in collegiate English teaching and learning in China. By participating in designed activities and discussing learning issues with other learners, participants can not only enhance their overall competences, in particular, productive competence, but also receive timely and effective feedback from their peers. This paper discusses the feasibility and practicality of building such an online English learning community by using WeChat group and Xiaodaka mini-program as the platform and following the elements of social presence, cognitive presence and teaching presence of CoI as the theoretical guidelines. Our pilot study shows that the established community received generally positive feedback from the participants who appreciated its effectiveness in improving their integrated English skills and acknowledged that the community helped with their motivation and self-regulation in English learning.

机译：基于咨询社区建立在线英语学习界（COI）框架提供了一种有效的方法来应对中国在中国大学英语教学和学习中存在的问题。通过参加设计的活动并与其他学习者讨论学习问题，参与者不仅可以提高他们的整体竞争力，特别是富有成效的能力，而且还从同龄人中获得及时和有效的反馈。本文讨论了通过使用微信集团和小崎迷你计划作为平台，并遵循社会存在，认知存在和COI教学存在作为理论准则的构建的可行性和实用性。我们的试点研究表明，已建立的社区从参与者获得了普遍反馈的积极反馈，他们赞赏其在提高其综合英语技能方面的有效性，并承认社会有助于他们在英语学习中的动机和自我监管。

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《International Conference on Web-Based Learning;International Symposium on Emerging Technologies for Education》|2020年|370-379|共10页
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Cuiying Liao; Lu Tian;
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Online education; Learner community; Collaborative learning; Community of inquiry; Integrated English skills;

机译：在线教育;学习者社区;协同学习;查询社区;综合英语技能;

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1. The effect of self-regulated learning on college students' perceptions of community of inquiry and affective outcomes in online learning [J] . Cho Moon-Heum, Kim Yanghee, Choi DongHo The internet and higher education . 2017,第jula期

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2. The Predictive Relationship Among the Community of Inquiry Framework, Perceived Learning and Online, and Graduate Students’ Course Grades in Online Synchronous and Asynchronous Courses [J] . Amanda Rockinson-Szapkiw, Jillian Wendt, Mervyn Whighting, International Review of Research in Open and Distributed Learning . 2016,第3期

机译：在线同步和异步课程的探究框架，感知学习和在线社区与研究生课程成绩之间的预测关系
3. Using the Community of Inquiry Framework to Understand Students' Learning Experience in Online Undergraduate Business Courses [J] . Journal of neurosurgical sciences . 2020,第1期

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4. Study of College Students' English Learning in Mobile Learning Community [C] . Shiqin PAN, Lingyu LIU International Conference on Economics, Social Science, Arts, Education and Management Engineering . 2016

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5. Toward a new model within the community of inquiry framework: Multivariate linear regression analyses based on graduate student perceptions of learning online [D] . Wertz, Ruth E. H. 2014

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6. COVID-19 Crisis: Exploring Community of Inquiry in Online Learning for Sub-Degree Students [O] . Yui-yip Lau, Yuk Ming Tang, Ka Yin Chau, 2021

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7. Case study of the student-to-student interactions in an online course offered by a community college, and how the interactions impact learning community [O] . 2001

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An Online English Learning Community for College Students Based on Community of Inquiry Framework

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