"The infrequent face-to-face interaction between teachers and students and the non-physical communication between students lead to learners' loneliness and anxiety," writes Xiang Zhou, which suggests the relevance of investigating the relation the various forms of presence described in the Community of Inquiry model and student self-efficacy (15 page PDF). According to the author, "Self-efficacy plays a complete and partial mediating role in teaching presence and social presence and has a significant positive effect on cognitive presence." The sample is small and not diverse, consisting of 243 respondents at a university in Jiangsu Province, and so should be taken merely as suggesting an association between these factors, not demonstrating one.
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