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    Exploring the impacts of learning modality changes: Validation of the learning modality change community of inquiry and self-efficacy scales

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    Author
    Jia, Yuane
    Gesing, Peggy
    Jun, Hyun Jin
    Burbage, Amanda K.
    Hoang, Thuha
    Kulo, Violet
    Cestone, Christina
    McBrien, Sarah
    Tornwall, Joni
    Date
    2022-01-01
    Journal
    Education and Information Technologies
    Publisher
    Springer Nature
    Type
    Article
    
    Metadata
    Show full item record
    See at
    https://doi.org/10.1007/s10639-022-11258-3
    Abstract
    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. © 2022, The Author(s).
    Keyword
    Cognition
    Community of inquiry
    Distance education
    Factor analysis
    Online learning
    Self-efficacy
    Identifier to cite or link to this item
    http://hdl.handle.net/10713/19573
    ae974a485f413a2113503eed53cd6c53
    10.1007/s10639-022-11258-3
    Scopus Count
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