Online English Language Learning at the Secondary Stage through the Lens of Community of Inquiry Framework

Abstract

The COVID-19 pandemic posed an unprecedented challenge to education systems worldwide, and online learning emerged as a solution to address this crisis. However, there is limited research that analyses online learning through the lens of a robust theoretical model. Several models and theories of online learning focus on collaborative learning, among which the Community of Inquiry (CoI) framework is one of the most widely used. This framework comprises three interdependent elements namely social presence, cognitive presence and teaching presence (Garrison, Anderson and Archer, 2000). In the context of school closures during the pandemic, the present study aimed to examine the experiences of learning English through online mode at the secondary level with respect to all three elements of the CoI framework. The study employed survey method. The sample consisted of 200 Class 10 students and eight English teachers from four Kendriya Vidyalayas in Bhubaneswar, Odisha. The collected data were analysed qualitatively, and interpretations were drawn accordingly. The analysis, based on the CoI framework, revealed that the online learning platform provided a resourceful environment for collaborative English language learning, thereby ensuring social presence. It supported self-directed learning, highlighting cognitive presence. Digital tools and techniques used in the online mode were helpful for teachers in organising learning experiences meaningfully. However, achieving learning objectives across all language skills was difficult, and assessment and evaluation in the online mode emerged as a significant concern.