The Impact of Community of Inquiry Presence and Self-Efficacy on Modality Favorability in Sustained Remote Learning Environments

• In Event: Exploring Teaching and Learning in the Professions

Abstract

This study investigated aspects of Community of Inquiry (CoI) during the sustained remote teaching and learning context of the third phase of the COVID-19 pandemic. We investigated how self-efficacy mediates the relationship between CoI presence types and favorability of online learning. An interinstitutional team of health professions education researchers from six U.S. universities collected data from 205 students. The mediation model with self-efficacy helped explain the relationship between each social, cognitive, and teacher presence, demonstrating teaching presence had the largest mediating effect, followed by social, then cognitive. All CoI presences had significant direct effects, and teaching and social presence had significant self-efficacy indirect effects. This information is useful as institutions seek to understand online learning and to improve student's self-efficacy.

Authors

• Amanda K. Burbage, Eastern Virginia Medical School
  Presenting Author

• Yuane Jia, Rutgers University
  Presenting Author

• Thuha Hoang, Louisiana State University - Health Sciences Center New Orleans
  Presenting Author