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dc.contributor.authorJia, Yuane
dc.contributor.authorGesing, Peggy
dc.contributor.authorJun, Hyun Jin
dc.contributor.authorBurbage, Amanda K.
dc.contributor.authorHoang, Thuha
dc.contributor.authorKulo, Violet
dc.contributor.authorCestone, Christina
dc.contributor.authorMcBrien, Sarah
dc.contributor.authorTornwall, Joni
dc.date.accessioned2022-08-15T13:21:38Z
dc.date.available2022-08-15T13:21:38Z
dc.date.issued2022-01-01
dc.identifier.urihttp://hdl.handle.net/10713/19573
dc.description.abstractThe 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).en_US
dc.description.urihttps://doi.org/10.1007/s10639-022-11258-3en_US
dc.language.isoenen_US
dc.publisherSpringer Natureen_US
dc.relation.ispartofEducation and Information Technologiesen_US
dc.subjectCognitionen_US
dc.subjectCommunity of inquiryen_US
dc.subjectDistance educationen_US
dc.subjectFactor analysisen_US
dc.subjectOnline learningen_US
dc.subjectSelf-efficacyen_US
dc.titleExploring the impacts of learning modality changes: Validation of the learning modality change community of inquiry and self-efficacy scalesen_US
dc.typeArticleen_US
dc.identifier.doi10.1007/s10639-022-11258-3
dc.source.journaltitleEducation and Information Technologies


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