An Observation Protocol for Scaffolding Community of Inquiry and Its Exemplary Practices in Language MOOCs

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2022-01-01 DOI:10.4018/ijcallt.306652

Yining Zhang, Y. Chieh

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Abstract

As a response to a call to investigate the fundamental aspects regarding educational theory, research, designing and teaching of language massive open online courses (MOOCs), this study first developed a Community of Inquiry (CoI) observation protocol, to observe the existing teaching, social, and cognitive presences in language MOOCs, and tested its reliability using g-theory analysis. The results showed that the developed observation protocol is reliable, as evidenced by the large proportion of variance attributed to variation across courses rather than across raters. A follow-up d-study suggested that five and 11 raters were enough to reach moderate and substantial reliability coefficients, respectively. The study also identified exemplary practices that reflected high-level CoI presences in language MOOCs. The result not only highlighted the need to conduct observational studies to disentangle the dynamic interchanges that occur in language MOOCs, but also provided practical guidelines to language educators interested in designing and teaching their own MOOCs.

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构建式探究共同体观察方案及其在语言mooc中的示范实践

为响应对语言大规模在线开放课程(MOOCs)教育理论、研究、设计和教学等基本方面的研究呼吁，本研究首先开发了一个探究社区(CoI)观察协议，以观察语言大规模在线开放课程(MOOCs)中现有的教学、社会和认知存在，并使用g理论分析来检验其可靠性。结果表明，开发的观测方案是可靠的，因为很大比例的方差归因于不同课程的差异，而不是不同评分者的差异。一项后续研究表明，5名和11名评分者分别足以达到中等和实质性的信度系数。该研究还确定了反映语言mooc中高水平CoI存在的示范实践。这一结果不仅强调了开展观察性研究以解开语言mooc中发生的动态交流的必要性，而且为有意设计和教授自己的mooc的语言教育者提供了实践指导。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Computer-Assisted Language Learning and Teaching EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.00

自引率

14.30%

发文量

期刊介绍： The mission of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) is to publish research, theory, and conceptually-based papers that address the use and impact of and innovations in education technologies in advancing foreign/second language learning and teaching. This journal expands on the principles, theories, designs, discussion, and implementations of computer-assisted language learning. In addition to original research papers and submissions on theory and concept development and systematic reports of practice, this journal welcomes theory-based CALL-related book and software/application reviews.