Exploring the impacts of learning modality changes: Validation of the learning modality change community of inquiry and self-efficacy scales
Document Type
Article
Publication Date
8-5-2022
Publication Title
Education and Information Technologies
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.
First Page
1763
PubMed ID
35967826
Volume
28
Issue
2
Recommended Citation
Jia, Yuane; Gesing, Peggy; Jun, Hyun Jin; Burbage, Amanda K.; Hoang, Thuha; Kulo, Violet; Cestone, Christina; McBrien, Sarah; and Tornwall, Joni, "Exploring the impacts of learning modality changes: Validation of the learning modality change community of inquiry and self-efficacy scales" (2022). School of Allied Health Professions Faculty Publications. 9.
https://digitalscholar.lsuhsc.edu/soah_facpubs/9