马桂花;
Guihua MA;Xi'an Mingde Institute of Technology;

• 1:西安明德理工学院语言文化传播学院

摘要(Abstract)：

为了探讨疫情期间英语综合阅读课程同步在线教学模式的学习满意度及其问题，本研究基于探究共同体理论（community of inquiry）构建了同步在线教学模式，并进行了一个学期的教学实践。本研究的对象为60名英语教育专业大二学生，研究方法为问卷和访谈。研究发现，大部分学生对该课程采用的同步在线教学模式表示满意；同步在线教学模式有助于改善学习效果；同步在线教学模式中存在注意力分散和缺乏持续注意力的问题。基于研究结论，提出了提高在线教学满意度的建议，以期为后疫情时代的外语在线教学以及混合式教学质量的提升提供借鉴。
In order to explore the learning satisfaction and problems of the synchronous online teaching mode in an English comprehensive reading course during the COVID-19 epidemic period, this study constructed a synchronous online teaching mode based on the theory of community of inquiry and practiced it for one semester. The participants were 60 second-year English education majors, and the research methods were surveys and interviews. The study found that most students were satisfied with the synchronous online teaching mode adopted in this course; the synchronous online teaching mode helped improve learning outcomes; there were problems of distraction and lack of sustained attention in the synchronous online teaching mode. Based on the findings, suggestions were put forward to improve the learning satisfaction of online teaching, in order to provide references for enhancing the quality of foreign language online teaching and blended teaching in the post-epidemic era.

关键词(KeyWords)： 同步在线教学;学习满意度;探究共同体
synchronous online teaching;learning satisfaction;community of inquiry

Abstract:

Keywords:

基金项目(Foundation): supported by the Educational and Teaching Reform Research Project of Xi’an Mingde Institute of Technology “Construction and Practice of Blended Learning Community for Foreign Language Majors Under the Background of New Liberal Arts” (JG2022ZD04);; the Project of Humanities and Social Sciences of the Ministry of Education in China, “Construction and Application of ChineseEnglish Multi-Modal Bilingual Corpus of Shaanxi Red Tourism” (22XJA740002);; Shaanxi Social Science Project “Research on the Digital Communication Path of Shaanxi Red Culture from the Perspective of Visual Reconstruction” (2021B011)~~

作者(Authors): 马桂花;
Guihua MA;Xi'an Mingde Institute of Technology;

参考文献(References)：

• Anderson,T.(2004).Getting the mix right again:An updated and theoretical rationale for interaction.The International Review of Research in Open and Distance Learning,19(2),1-14.
• Bolliger,D.U.,&Martindale,T.(2004).Key factors for determining student satisfaction in online courses.International Journal on E-Learning,3(1),61-68.
• Cai,M.J.,Wang,X.Y.,Guo,W.R.,Li,Y.,&Li,M.(2021).在线学习者参与评价的理论探讨及实证研究[A theoretical and empirical study on online learners participation assessment].China Educational Technology,(3),15-23.
• Cui,X.Y.(2021).学习者在线学习交互体验、在线学习满意度及在线学习投入关系的实证研究[An empirical study on the relationship between learners’online learning interaction experience,online learning satisfaction and online learning engagement].Chinese Journal of ICT in Education,30(19),10-17.
• Ekwunife-Orakwue,K.C.V.,&Teng,T.L.(2014).The impact of transactional distance dialogic interactions on student learning outcomes in online and blended environments.Computers&Education,78(2),414-427.DOI:10.1016/j.compedu.2014.06.011
• Eom,S.,&Ashill,N.J.(2016).The determinants of students’perceived learning outcomes and satisfaction in university online education:An update.Decision Sciences Journal of Innovative Education,14(3),185-215.https://www.researchgate.net/publication/318043659
• Garrison,D.R.(2007).Online community of inquiry review:Social,cognitive,and teaching presence issues.Online Learning,11(1),61-72.
• Garrison,D.R.(2009).Implications of online learning for the conceptual development and practice of distance education.Journal of Distance Education,23(2),93-104.
• Garrison,D.R.,Anderson,T.,&Archer,W.(2001).Critical thinking,cognitive presence,and computer conferencing in distance education.American Journal of Distance Education,15(1),7-23.
• Garrison,D.R.,Anderson,T.,&Archer,W.(2010).The first decade of the community of inquiry framework:A retrospective.The Internet and Higher Education,13(1),5-9.
• He,K.K.(2016).论教育信息化发展新阶段[On the new stage of educational informatization development].Beijing Normal University Press.
• Jacob,S.,&Radhai,S.(2016).Trends in ICT e-learning:Challenges and expectations.International Journal of Innovative Research&Development,5(2),196-201.
• Jiang,F.(2015).面向在线学习的学习效果综合评价系统的设计与开发[Design and development of a comprehensive evaluation system for learning effectiveness for online learning].Asia-Pacific Education,21(1),268-270.
• Jiang,Z.H.,Zhao,C.L.,Li,H.X.,Huang,Y.,&Shu,F.F.(2018).在线学习者满意度:教师支持行为与自我调节学习能力的同频共振[The power of self-regulated learning ability:Effect on learnerperceived teacher support and satisfaction].Open Education Research,(4),81-89.
• Li,W.(2021).在线学习自我效能感与自我调控策略对英语专业学生在线写作课程学习影响的实证研究[An empirical study on the impact of online learning self-efficacy and self-regulated learning strategies on English majors’learning of online writing courses](Master’s thesis).Guilin University of Technology.
• Liang,J.C.,&Tsai,C.C.(2008).Internet self-efficacy and preferences toward constructivist Internetbased learning environments:A study of pre-school teachers in Taiwan.Educational Technology&Society,11(1),226-237.
• Liu,W.T.,&Wang,X.X.(2019).Research on the factors influencing the satisfaction of blended teaching.Modern Educational Technology,20(1),107-113.
• Owston,R.,York,D.,&Murtha,S.(2013).Student perceptions and achievement in a university blended learning strategic initiative.The Internet&Higher Education,18(2),38-46.
• Oxford,R.L.,&Burry-Stock,J.A.(1995).Assessing the use of language learning strategies worldwide with the ESL/EFL version of the strategy inventory for language learning.System,20(1),1-23.
• Paloff,R.,&Pratt,K.(1999).Building learning communities in cyberspace.Jossey-Bass Publisher.
• Rahman,N.A.,Hussein,N.,&Aluwi,A.H.(2015).Satisfaction on blended learning in a public higher education institution:What factors matter.Procedia-Social and Behavioral Sciences,21(1),768-775.
• Shang,C.W.,Han,M.,&Liu,Q.T.(2018).大数据背景下在线学习过程性评价系统设计研究[Research and design of process evaluation system for e-learning supported by big data].China Educational Technology,(5),90-95.
• So,H.J.,&Brush,T.A.(2008).Student perceptions of collaborative learning,social presence and satisfaction in a blended learning environment:Relationships and critical factors.Computers&Education,51(1),318-336.
• Spanjers,I.A.,K?nings,K.D.,Leppink,J.,Verstegen,D.M.,de Jong,N.,Czabanowska,K.,&van Merrienboer,J.J.(2015).The promised land of blended learning:Quizzes as a moderator.Educational Research Review,15,59-74.
• Vuopala,E.,Hyvonen,P.,&Jarvela,S.(2016).Interaction forms in successful collaborative learning in virtual learning environments.Active Learning in Higher Education,17(1),25-38.https://journals.sagepub.com/doi/10.1177/1469787415616730 DOI:10.1177/1469787415616730
• Wong,R.(2020).When no one goes to school:Does online learning meet students’basic learning needs?Interactive learning environments.https://doi.org/10.1080/10494820.2020.1789672
• Yang,F.,Wei,X.,&Zhang,W.X.(2017).大学英语混合式教学模式探析[An exploration of blended English teaching model].Technology Enhanced Foreign Language Education,(1),21-28.
• Yang,Z.Y.(2020).在线学习情境下英语学习自我效能感及其影响因素研究[A study of English learning self-efficacy and its influencing factors in the online learning context](Master’s thesis).Southeast University.