Translating and Validating the Community of Inquiry Survey Instrument in Brazil

Autor/inn/en	Parulla, Cibele Duarte; Weissheimer, Anne Marie; Santos, Marlise Bock; Cogo, Ana Luísa Petersen
Titel	Translating and Validating the Community of Inquiry Survey Instrument in Brazil
Quelle	In: International Review of Research in Open and Distributed Learning, 23 (2022) 4, S.170-182 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; MOOCs; Communities of Practice; Surveys; Translation; Portuguese; Questionnaires; Test Validity; Factor Analysis; Factor Structure; Test Reliability; Brazil + Suchen Sie Ihr Suchwort? Ausland; Community; Survey; Umfrage; Befragung; Portugiesischunterricht; Fragebogen; Testvalidität; Faktorenanalyse; Faktorenstruktur; Testreliabilität; Brasilien
Abstract	Massive open online courses (MOOCs) have emerged as an affordable way to distribute knowledge and democratize education. The examination of online courses calls for theoretical models and instruments that contemplate its particularities. The community of inquiry (CoI) framework has been used in several studies to analyze the effectiveness of online education and hybrid education, including MOOCs. This study aimed to translate and validate the Community of Inquiry Survey instrument (Arbaugh et al., 2008) into Brazilian Portuguese, and used a two-stage methodological design for translating and validating a questionnaire. In the first stage, we carried out translation, back-translation, and cross-cultural adaptation. We translated the 34 items while maintaining the survey's original format. In the expert evaluation phase, all items were considered understandable and essential for inclusion in the Brazilian Portuguese version of the CoI instrument. In the second stage, a prospective cross-sectional study was conducted to validate the questionnaire, and data was collected from participants completing the "Nursing Assessment" MOOC available on the Lúmina platform. A total of 690 responses were gathered. The resulting instrument produced excellent results, and the three presences achieved high reliability indexes, clearly indicating their adequacy. Furthermore, this study proved the validation of the CoI instrument, maintaining the three-factor structure previously reported in the literature corresponding to the three presences: teaching, social, and cognitive presence. We recommend further studies to evaluate the need for excluding or altering cognitive presence items. (As Provided).
Anmerkungen	Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01