Validación de la versión en castellano del cuestionario 'Community of Inquiry'

Abstract

Presentamos el estudio de la fiabilidad y validez del cuestionario 'Community of Inquiry' (CoI) en su versión española. El modelo CoI concibe la enseñanza-aprendizaje en entornos on-line como proceso de indagación, a través del cual los participantes colaboran en el discurso y reflexión crítica para construir conocimiento personal y llegar a un entendimiento mutuo. Consecuentemente, el modelo CoI identifica la presencia de tres dimensiones: a) la presencia cognitiva, referida al grado en que los participantes son capaces de construir significado y conocimiento a través de la comunicación continua, la reflexión y la discusión; b) la social, definida como la habilidad de los participantes de identificarse con la comunidad, comunicarse y desarrollar relaciones interpersonales; c) la docente, referida al diseño, guía y dirección, por parte del profesorado, de procesos cognitivos y sociales con el propósito de lograr resultados de aprendizaje significativos en los estudiantes.
 La validación del cuestionario en el contexto de enseñanza a distancia español muestra resultados satisfactorios desde el punto de vista de la validez de constructo y la fiabilidad como consistencia interna, confirmando la utilidad e interés de este instrumento en investigaciones que pretendan analizar y mejorar el desarrollo de procesos educativos a través de comunidades de indagación. We present the study of the reliability and validity of the 'Community of Inquiry' (CoI) survey in its Spanish version. The CoI model conceives teaching-learning in on-line environments as a process of inquiry, through which the participants collaborate in the discourse and critical reflection to build personal knowledge and reach a mutual understanding. Consequently, the CoI model identifies the presence of three dimensions: a) the cognitive presence, referred to the degree to which the participants are capable of constructing meaning and knowledge through continuous communication, reflection and discussion; b) the social presence, defined as the ability of participants to identify with the community, communicate and develop interpersonal relationships; c) the teaching presence, referred to the design, guidance and direction, on the part of the faculty, of cognitive and social processes with the purpose of achieving significant learning results in the students.
 The validation of the survey in the context of Spanish distance learning shows satisfactory results from the point of view of construct validity and reliability as internal consistency, confirming the usefulness and interest of this instrument in investigations that seek to analyze and improve the development of educational processes through communities of inquiry.

Antecedents and Mediators of Academic Satisfaction in Virtual Vocational Training

“…Thus, the fact that the teacher responds quickly to the doubts raised by the students provides useful feedback for the completion of tasks, encourages active participation, and, in short, is easily accessible, directly increases the satisfaction of students, which fully confirms our hypothesis number 2. What is certain is that the presence and availability of the teacher in virtual environments favours students' well-being [5,6,8,25,26], and this fact is accepted from a theoretical point of view [27][28][29]. Muzammil et al [6] established a relationship between the quality of the teacher-student interaction and academic satisfaction through academic engagement in distance university studies.…”

“…On the other hand, various research has shown that the presence of an educator and availability in virtual environments is positively related to student well-being [5,6,8,25,26]. In fact, several models and instruments to assess the quality of e-learning include, among other aspects, a teaching dimension that relates to the degree of availability and support provided by the teacher, his or her functions, and teaching presence [27][28][29].…”

“…Nevertheless, we believe that this research and its findings, despite the limitations described above, open relevant avenues for future research into the quality of D-VET teaching. Thus, we believe that it would be appropriate to adapt some of the models proposed for university education [27][28][29] to distance vocational education and training.…”

Development and Validation of the German Version of the Community of Inquiry Survey

“…When we looked at the previous validations in different languages, we noticed that this item in particular shows difficulties in some translations (e.g. Velázquez et al, 2019). Likewise, it has been shown that there seem to be cross-loadings for non-native speakers of English in the original version (Kovanović et al, 2018).…”

Effectiveness of a heart disease blended learning program in physiotherapy students: a prospective study

“…Finally, the design of the program instructions comprises those dimensions related to interaction in online environments that can help analyse the educational processes generated in institutions that use this educational modality (16).…”