Community of Inquiry and Communication Apprehension:A Configurational Study of Learning Outcomes in Online Collaborative Conversations
Online collaborative conversations are important for fostering communication between teachers and students,as well as among students,and facilitating knowledge construction in both online and blended learning environments.However,the mecha-nisms by which various factors in online collaborative conversations interact to influence learning outcomes remain unclear.Based on social cognitive theory,this study explores the effects of two key dimensions on learning outcomes:intrinsic psychological factors(such as communication apprehension)and external learning environments(with critical elements including social presence,cognitive pres-ence,and teaching presence,based on the community of inquiry model).The study employs qualitative comparative analysis to exam-ine all online collaborative conversation data from 31 learners in a computational thinking course at a normal university,aiming to i-dentify the configurational patterns that impact learning outcomes.The results show that:(1)The causal relationship between online collaborative conversations and learning outcomes are multiple and asymmetrical;(2)A supportive inquiry community environment helps learners with high levels communication apprehension achieve better learning outcomes;(3)Learners with high levels of commu-nication apprehension are more likely to exhibit worse learning outcomes without a strong teaching presence.Based on these findings,the study offers the following recommendations to researchers and practitioners in the field of online collaborative learning:(1)Avoid attributing learners'learning outcomes to a single factor;(2)Focus on creating a positive online collaborative environment for learners with high levels of communication apprehension.
Online collaborative conversationsSocial cognitive theoryCommunity of inquiryCommunication apprehensionQualitative comparative analysis
万方数据
维普
