Project-based learning (PjBL) engages students in knowledge acquisition, application, and construction through artefact development. Based on the Community of Inquiry framework, this study characterized college students' social and cognitive presences in online PjBL and examined how presence was related to their academic performance. Twenty-four groups of students participated in a 3-week project via WeChat discussion groups and created a final product. Transcripts of students' online discourse were collected and analysed by a coding scheme. The quality of students' artefacts was evaluated by a grading rubric. Descriptive results showed that the component of affectiveness and the level of exploration accounted for the majority of students' social and cognitive presences, respectively. Stepwise regression analyses revealed that certain components and sub-components of students' social presence, and levels and sub-levels of their cognitive presence were positively associated with their academic performance. Practical implications for teachers and suggestions for further research are provided.

中文翻译：

---

探究社区对学生在基于项目的在线学习中的社会存在、认知存在和学业成绩的看法

基于项目的学习 (PjBL) 通过人工制品开发让学生参与知识的获取、应用和构建。本研究基于探究社区框架，表征了大学生在在线 PjBL 中的社交和认知存在，并研究了存在与他们的学业成绩之间的关系。24 组学生通过微信讨论组参与了一个为期 3 周的项目，并制作了最终产品。通过编码方案收集和分析学生在线演讲的成绩单。学生作品的质量通过评分标准进行评估。描述性结果表明，情感成分和探索水平分别占学生社会和认知存在的大部分。逐步回归分析表明，学生社会存在的某些组成部分和子组成部分，以及他们认知存在的水平和子水平与他们的学业成绩呈正相关。提供了对教师的实际影响和进一步研究的建议。