This thematic synthesis aims to analyze the qualitative evidence provided by earlier empirical studies to achieve a comprehensive and up-to-date understanding of the factors influencing students’ online learning experiences through the lens of the Community of Inquiry framework. Following a three-stage procedure specified by Thomas and Harden (2008), we started with 3641 potential studies and then (1) coded all studies meeting inclusion criteria (n = 35); (2) developed descriptive themes based on the codes; and (3) generated analytical themes based on the descriptive themes. The results revealed ten descriptive themes that can be grouped into three overarching categories (i.e., course design, instructor actions, and student actions) that are related to the Community of Inquiry framework. Analytical themes included accountability, being real, and supporting learning process. These conceptual insights provide both theoretical and practical implications as well as directions for future research.

本主题综合旨在分析早期实证研究提供的定性证据，以通过“探究社区”框架的视角全面而最新地了解影响学生在线学习体验的因素。按照Thomas和Harden（2008）规定的三阶段程序，我们从3641项潜在研究入手，然后（1）对所有符合纳入标准的研究进行了编码（n = 35）; （2）根据代码制定描述性主题；（3）根据描述性主题生成分析性主题。结果揭示了十个描述性主题，这些主题可以分为与探究社区框架相关的三个总体类别（即课程设计，讲师行为和学生行为）。分析主题包括问责制，真实性和支持学习过程。这些概念上的见解提供了理论和实践意义，以及未来研究的方向。