Inquiry into online learning communities: potential for fostering collaborative writing

Abstract

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.

Online collaborative writing in an online EFL writing class

“…In terms of implications for teaching, online environments foster writing by providing better understanding (Abe, 2020). According to Wu et al (2022), when an online approach is adopted, students generate better writings, their satisfaction with the learning process increases along with the time they devote to learn. Therefore, they produce better texts when collaborating online than they do in a traditional classroom environment (Moonma, 2021).…”

Online Small Groups Talk in English Collaborative Prewriting Phase Viewed from Social Presence Frame

“…Garrison [10] found social presence developed interpersonal and affective relationship in an academic context creating a climate of critical thinking. Wu et al [11] have already investigated the effectiveness of combining online learning with English language instruction to promote group writing activities. The findings indicated that online writing learning enabled students to compose better group research essays, acquire satisfaction in the learning experience, and be committed to the learning process.…”

“…Communication in virtual learning classrooms demands the (co)presence of potential interaction partners. However, some researchers [10][11][12][13][14] investigated social presence adopted from the community of inquiry framework to formulate student-teacher (or peer-to-peer) written-based discussion around the academic goal, analyzing the affective, interaction, and relational elements in virtual collaboration. Other researchers [3,[16][17][18][19][20][21][22], also employed online learning to facilitate writing activity on WhatsApp.…”