In recent years, webinar platforms have been broadly utilized in online learning where students meet one another synchronously online. This research’s underlying value is its recognition of the utmost importance of the awareness that online learning is a social process, as is all learning. This study aims to find out what kinds of synchronous collaborative online coaching pedagogy models have been used in previous research and proceeds to construct a preliminary pedagogical model for a coaching pedagogy for synchronous collaborative online learning (CPSCOL). The methods comprise a systematic literature review and qualitative-data and theory-driven content analysis. Through the systematic literature review, peer-reviewed articles spanning 2014–2018 are carefully examined. The results identify the following pedagogical framework, theory, and model combinations for synchronous collaborative online learning: the Community of Inquiry framework, including social, cognitive, and teaching presence; social presence in conjunction with the media synchronicity theory or the broaden-and-build theory, or the 4E Learning Cycle (engagement, exploration, explanation, and extension); no specific pedagogy; problem-based learning with Community of Inquiry framework or FISh (focus, investigate, and share); collaborative learning and collaborative learning connected to social presence; Carpe Diem with the Five-Step Model; and coaching pedagogy. The preliminary results indicate a scarcity of research on synchronous coaching pedagogy in online education. Consequently, the CPSCOL model for collaborative online learning, including cognitive, social, and teaching presence, is introduced to formulate a new perspective regarding webinar pedagogy. The process of learners, skills, and competences should factor in the pedagogical methods designed by a coach (teacher), and the results show that webinar pedagogy enables and enhances active collaborative learning and knowledge construction in groups. In addition, 18 CPSCOL principles of practice have been developed to support the practical implementation of the CPSCOL model.

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为同步协作在线学习设计教练教学法的初步模型

近年来，网络研讨会平台已广泛用于在线学习，学生可以在网上同步见面。这项研究的潜在价值在于它认识到在线学习是一个社会过程的重要性，就像所有学习一样。本研究旨在了解以往研究中使用了哪些同步协作在线教练教学模型，并着手构建同步协作在线学习教练教学法（CPSCOL）的初步教学模型。这些方法包括系统的文献回顾和定性数据和理论驱动的内容分析。通过系统的文献回顾，对 2014-2018 年的同行评议文章进行了仔细检查。结果确定了以下教学框架，理论，同步协作在线学习的模型组合：探究社区框架，包括社交、认知和教学存在；社会临场感与媒体同步性理论或扩展和构建理论或 4E 学习周期（参与、探索、解释和扩展）相结合；没有具体的教学法；使用社区探究框架或 FIsh 进行基于问题的学习（专注、调查和分享）；与社会存在相关的协作学习和协作学习；采用五步模型的及时行乐；和辅导教学法。初步结果表明，在线教育中同步教练教学法的研究很少。因此，用于协作在线学习的 CPSCOL 模型，包括认知、社交和教学存在，引入以制定有关网络研讨会教学法的新观点。学习者、技能和能力的过程应考虑到教练（教师）设计的教学方法，结果表明，网络研讨会教学法能够促进和增强小组中积极的协作学习和知识构建。此外，还制定了 18 条 CPSCOL 实践原则，以支持 CPSCOL 模型的实际实施。