Online tutoring has been found to have a positive impact on student learning in STEM education. The aim of this study was to explore how and to what extent students supported their own and other students' processes of inquiry during online tutoring. More specifically, question and answer sessions (Q&As) were studied, and online tutoring transcripts were analyzed using the Relationship of Inquiry coding scheme adapted from the Community of Inquiry framework. The students interacted voluntarily with each other and with the teachers. The results show that the students supported both their own process of inquiry as well as other students' process of inquiry. Furthermore, the results indicate that students acquired metacognitive development through self- and co-regulation when they expressed teaching presence. Overall, we conclude that Q&As have the potential to support student learning when working on assignments in STEM education.

已发现在线辅导对 STEM 教育中的学生学习产生积极影响。本研究的目的是探索在线辅导期间学生如何以及在多大程度上支持他们自己和其他学生的探究过程。更具体地说，研究了问答环节 (Q&A)，并使用从社区调查框架改编的调查关系编码方案分析了在线辅导成绩单。学生们自发地相互交流，并与老师互动。结果表明，学生既支持他们自己的探究过程，也支持其他学生的探究过程。此外，结果表明，当学生表达教学存在时，他们通过自我和共同调节获得了元认知发展。全面的，