Inquiry into online learning communities: potential for fostering collaborative writing
This study used a community of inquiry (CoI) framework to investigate the potential in terms of fostering collaborative writing of integrating online learning communities (OLCs) with English language learning. The aim was to examine the possible impacts of out-of-class OLCs (guided by teachers) on s...
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| Format: | Article |
| Language: | English |
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De Gruyter
2022-08-01
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| Series: | Journal of China Computer-Assisted Language Learning |
| Subjects: | |
| Online Access: | https://doi.org/10.1515/jccall-2022-0006 |
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| _version_ | 1832593649918017536 |
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| author | Wu Wenli Ma Qing Santos Ieda M. |
| author_facet | Wu Wenli Ma Qing Santos Ieda M. |
| author_sort | Wu Wenli |
| collection | DOAJ |
| description | This study used a community of inquiry (CoI) framework to investigate the potential in terms of fostering collaborative writing of integrating online learning communities (OLCs) with English language learning. The aim was to examine the possible impacts of out-of-class OLCs (guided by teachers) on students’ collaborative English writing outcomes and learning satisfaction. In accordance with the CoI framework, an experiment was conducted and both quantitative (end-of-semester group essay scores) and qualitative (interviews and field notes) data were collected. The results indicate the teacher-guided out-of-class OLC approach to be more effective than the lecture-based approach when it comes to fostering English learners’ collaborative writing. More specifically, the online approach helps students to write better group research essays, develop higher levels of satisfaction concerning their learning experiences and devote more time to the learning process. The results suggest that future studies of OLCs should examine the provision of safe and supportive learning environments intended to foster autonomous learning. Moreover, the results have a number of implications with regard to enhancing students’ learning motivation in out-of-class OLCs. |
| format | Article |
| id | doaj-art-de8f5b7e3611464981d7f59fbe645f93 |
| institution | Kabale University |
| issn | 2748-3479 |
| language | English |
| publishDate | 2022-08-01 |
| publisher | De Gruyter |
| record_format | Article |
| series | Journal of China Computer-Assisted Language Learning |
| spelling | doaj-art-de8f5b7e3611464981d7f59fbe645f932025-01-20T11:08:49ZengDe GruyterJournal of China Computer-Assisted Language Learning2748-34792022-08-0121204410.1515/jccall-2022-0006Inquiry into online learning communities: potential for fostering collaborative writingWu Wenli0Ma Qing1Santos Ieda M.2Hong Kong Polytechnic University, Hong Kong, ChinaThe Education University of Hong Kong, Hong Kong, ChinaEmirates College for Advanced Education, Abu Dhabi, UAEThis study used a community of inquiry (CoI) framework to investigate the potential in terms of fostering collaborative writing of integrating online learning communities (OLCs) with English language learning. The aim was to examine the possible impacts of out-of-class OLCs (guided by teachers) on students’ collaborative English writing outcomes and learning satisfaction. In accordance with the CoI framework, an experiment was conducted and both quantitative (end-of-semester group essay scores) and qualitative (interviews and field notes) data were collected. The results indicate the teacher-guided out-of-class OLC approach to be more effective than the lecture-based approach when it comes to fostering English learners’ collaborative writing. More specifically, the online approach helps students to write better group research essays, develop higher levels of satisfaction concerning their learning experiences and devote more time to the learning process. The results suggest that future studies of OLCs should examine the provision of safe and supportive learning environments intended to foster autonomous learning. Moreover, the results have a number of implications with regard to enhancing students’ learning motivation in out-of-class OLCs.https://doi.org/10.1515/jccall-2022-0006autonomous learningcollaborative english writingcommunity of inquiry framework (coi)online learning communities |
| spellingShingle | Wu Wenli Ma Qing Santos Ieda M. Inquiry into online learning communities: potential for fostering collaborative writing Journal of China Computer-Assisted Language Learning autonomous learning collaborative english writing community of inquiry framework (coi) online learning communities |
| title | Inquiry into online learning communities: potential for fostering collaborative writing |
| title_full | Inquiry into online learning communities: potential for fostering collaborative writing |
| title_fullStr | Inquiry into online learning communities: potential for fostering collaborative writing |
| title_full_unstemmed | Inquiry into online learning communities: potential for fostering collaborative writing |
| title_short | Inquiry into online learning communities: potential for fostering collaborative writing |
| title_sort | inquiry into online learning communities potential for fostering collaborative writing |
| topic | autonomous learning collaborative english writing community of inquiry framework (coi) online learning communities |
| url | https://doi.org/10.1515/jccall-2022-0006 |
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