Exploring the impacts of learning modality changes: Validation of the learning modality change community of inquiry and self-efficacy scales.
Cognition
Community of inquiry
Distance education
Factor analysis
Online learning
Self-efficacy
Journal
Education and information technologies
ISSN: 1360-2357
Titre abrégé: Educ Inf Technol (Dordr)
Pays: Netherlands
ID NLM: 101705199
Informations de publication
Date de publication:
2023
2023
Historique:
received:
24
05
2022
accepted:
20
07
2022
pubmed:
16
8
2022
medline:
16
8
2022
entrez:
15
8
2022
Statut:
ppublish
Résumé
The rapid learning environment transition initiated by the COVID-19 pandemic impacted students' perception of, comfort with, and self-efficacy in the online learning environment. Garrison's Community of Inquiry framework provides a lens for examining students' online learning experiences through three interdependent elements: social presence, cognitive presence, and teaching presence. Researchers in this study developed and validated the Learning Modality Change Community of Inquiry and Self-Efficacy scales to measure health professions students' self-efficacy with online learning, while exploring how cognitive, social, and teaching presence is experienced by students who transition from one learning environment to another. The two scales demonstrate strong validity and reliability evidence and can be used by educators to explore the impacts of learning modality changes on student learning experiences. As learning environments continue to evolve, understanding the impact of these transitions can inform how educators consider curriculum design and learning environment changes.
Identifiants
pubmed: 35967826
doi: 10.1007/s10639-022-11258-3
pii: 11258
pmc: PMC9362111
doi:
Types de publication
Journal Article
Langues
eng
Pagination
1763-1781Informations de copyright
© The Author(s) 2022.
Déclaration de conflit d'intérêts
We have no known competing interests to disclose.
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