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

Jia, Yuane; Gesing, Peggy; Jun, Hyun‐Jin; Burbage, Amanda K.; Hoang, Thuha; Kulo, Violet; Cestone, Christina; McBrien, Sarah B.; Tornwall, Joni

doi:10.1007/s10639-022-11258-3

Cited by 5 publications

(9 citation statements)

References 59 publications

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“…The measurement constructs included self-efficacy, attitudes towards remote learning online, teaching presence, social presence, and cognitive presence. The 29-item instrument was found to have strong construct validity [ 61 ].…”

Section: Methodsmentioning

confidence: 99%

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The impact of community of inquiry and self-efficacy on student attitudes in sustained remote health professions learning environments

Burbage

Jia²,

Hoang

2023

BMC Med Educ

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Background Sustained remote learning environments, like those experienced in late 2020 due to the COVID-19 pandemic, share characteristics with online courses but were not intentionally designed to delivered virtually. The purpose of this study was to investigate the impact of Community of Inquiry, a widely used online learning environment framework, and self-efficacy on perceived student attitudes within sustained remote learning environments. Methods An interinstitutional team of health professions education researchers collected survey data from 205 students representing a wide range of health professions in five U.S. institutions. Latent mediation models under structural equation modeling framework were used to examine whether student self-efficacy mediates the relationship between Community of Inquiry presence and student’s favorability of sustained remote learning delivered in the prolonged stages of the COVID-19 pandemic. Results Higher levels of teaching presence and social presence in the remote learning environment were associated with higher levels of remote learning self-efficacy which, in turn, predicts variance in positive attitudes toward remote learning. When mediated by self-efficacy, significant variance in student’s favorability of sustained remote learning was explained by teaching presence (61%), social presence (64%), and cognitive presence (88%) and self-efficacy. Significant direct and indirect effects for teaching and social presence, and only direct effects for cognitive presence were observed. Conclusions This study establishes the Community of Inquiry and its three presence types as a relevant and stable framework for investigating sustained remote health professions teaching and learning environments, not only carefully designed online learning environments. Faculty may focus course design strategies which enhance presence and increase student self-efficacy for the sustained remote learning environment.

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Section: Methodsmentioning

confidence: 99%

“…The overall cross-sectional study design analyzed self-reported data collected in the CoI instrument [ 61 ]. The questionnaire and methodology for this study was first approved by Louisiana State University Health Sciences Center University Institutional Review Board, then subsequently approved by the boards at participating institutions.…”

Section: Methodsmentioning

confidence: 99%

The impact of community of inquiry and self-efficacy on student attitudes in sustained remote health professions learning environments

Burbage

Jia²,

Hoang

2023

BMC Med Educ

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“…The measurement constructs included self-e cacy, attitudes towards remote learning online, teaching presence, social presence, and cognitive presence. The 31-item instrument was found to have strong construct validity (Jia et al, 2022).…”

Section: Methodsmentioning

confidence: 99%

“…I feel con dent in...". The revised 11 item scale (Jia et al, 2022) based on two existing self-e cacy scales in the literature, has been validated in a con rmatory factor analysis in a similar student sample. The overall internal reliability was 0.95.…”

Section: Methodsmentioning

confidence: 99%

“…Learning Modality Change CoI scale. A revised 14-item scale (4 items on cognitive presence, 5 items on social presence, and 5 items on teaching presence) was validated in a con rmatory factor analysis in a similar student sample (Jia et al, 2022), showing good data-model t. The research team modi ed the survey items to re ect the changes in the perceived impacts of remote learning with traditional face-toface classes. A common stem introduced the items for the CoI portion of the survey, which read as follows: "After my courses went online due to the pandemic...".…”

Section: Methodsmentioning

confidence: 99%

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Community of Inquiry, Self-Efficacy, and Student Attitudes in Sustained Remote Health Professions Learning Environments

Burbage

Jia

Hoang

2022

Preprint

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The purpose of this study was to investigate the impact of Community of Inquiry (CoI) presence types and self-efficacy on perceived student attitudes within a sustained remote learning environment. As institutions must remain ready for modality-altering situations, a better understanding of CoI and self-efficacy in sustained remote teaching and learning environments may help address gaps in current practices and perceived student attitudes. An interinstitutional team of health professions education researchers from six U.S. universities collected survey data from 205 health professions students representing a wide range of professions in five U.S. institutions. Latent mediation models under structural equation modeling framework were used to examine whether student self-efficacy mediates the relationship between CoI presence and student’s favorability of sustained remote learning delivered in the prolonged stages of the COVID-19 pandemic. Results showed that higher levels of teaching presence and social presence in the remote learning environment were associated with higher levels of remote learning self-efficacy which, in turn, predicts variance in positive attitudes toward remote learning. Only direct effects for cognitive presence and self-efficacy on the favorability of sustained remote learning were observed. CoI presence types explained 61%, 64%, and 88% of the variance respectively in student’s favorability of sustained remote learning. Theoretical implications of this study include the establishment of the CoI and its three presence types as a relevant and stable framework for investigating sustained remote health professions teaching and learning environments, not only carefully designed online learning environments.

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The Case for Instructional Teams in the New Era of Online Medical Education

Norman,

Spagnoletti,

Proulx

et al. 2023

Med.Sci.Educ.

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

Cited by 5 publications

References 59 publications

The impact of community of inquiry and self-efficacy on student attitudes in sustained remote health professions learning environments

The impact of community of inquiry and self-efficacy on student attitudes in sustained remote health professions learning environments

Community of Inquiry, Self-Efficacy, and Student Attitudes in Sustained Remote Health Professions Learning Environments

The Case for Instructional Teams in the New Era of Online Medical Education

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