Introduction: Distance education as a training method is used today to train nurses around the world. This study aimed to determine the impact of using the community of inquiry model on the quality of distance learning of airway management among anesthesia nurse students. Methods: This is a quasi-experimental study with a pre-test posttest design conducted at Ahvaz Jundishapur University of Medical Sciences. Participants were selected by census, and they were second, third, and fourth-year nurse anesthesia students (n=66). The participants were assigned to intervention and control groups (n=33 each) based on the table of random numbers. Given the three dimensions of the community of inquiry model, interventions were carried out in terms of social, teaching, and cognitive dimensions to increase social presence, teaching presence, and cognitive presence. Data collection tools included a questionnaire. The data were analyzed using Independent T-test, paired T-test, ANCOVA, and Chi-square in SPSS software, version 16. Results: The results showed that the promotion of each of the three elements of the community of inquiry model had a significant effect on the quality of distance learning of airway management. Moreover, the mean scores of these elements were significantly different (P˂0.001) in the intervention and control groups [teaching presence (3.742±0.453 vs. 2.573±0.241), social presence (2.245±0.488 vs. 1.434±0.297), and cognitive presence (3.421±0.569 vs. 2.369±0.223]. Conclusion: The community of inquiry is a practical and effective framework for the better design and implementation of distance education courses. Therefore, nursing educators and course designers are strongly recommended to use this framework in nursing education. |
- Tavares APC, Leite BS, Silveira IA, Santos TDd, Brito WdAPd, Camacho ACLF. Analysis of Brazilian publications on distance education in nursing: integrative review. Revista brasileira de enfermagem. 2018;71:214-22.
- Riggs S. Student-centered remote teaching: Lessons learned from online education. Educause review. 2020.
- Bozkurt A, Sharma RC. Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian journal of distance education. 2020;15(1):i-vi.
- Sindiani AM, Obeidat N, Alshdaifat E, Elsalem L, Alwani MM, Rawashdeh H, et al. Distance education during the COVID-19 outbreak: A cross-sectional study among medical students in North of Jordan. Annals of medicine and surgery. 2020;59:186-94.
- Bušelić M. Distance Learning–concepts and contributions. Oeconomica Jadertina. 2012;2(1):23-34.
- Zahedi MH, Khodabandelou R, Mehran G. Community of Inquiry and Perceived Learning: A Study of a Blended Learning Environment. Iranian journal of Learning and Memory. 2019;1(4):51-7.
- Castellanos-Reyes D. 20 years of the community of inquiry framework. TechTrends. 2020;64(4):557-60.
- Stenbom S. A systematic review of the Community of Inquiry survey. The Internet and Higher Education. 2018;39:22-32.
- Jan SK, Vlachopoulos P, Parsell M. Social Network Analysis and Learning Communities in Higher Education Online Learning: A Systematic Literature Review. Online Learning. 2019;23(1).
- Maddrell JA. Community of inquiry framework and learning outcomes: Old Dominion University; 2011.
- Rockinson-Szapkiw AJ, Wendt J, Whighting M, Nisbet D. The predictive relationship among the community of inquiry framework, perceived learning and online, and graduate students’ course grades in online synchronous and asynchronous courses. International Review of Research in Open and Distributed Learning. 2016;17(3):18-35.
- Shannon L. Pecka C, PhD. Community of inquiry model: advancing distance learning in nurse anesthesia education. AANA journal. 2014;82(3):212.
- Garrison DR, Anderson T, Archer W. Critical inquiry in a text-based environment: Computer conferencing in higher education. The internet and higher education. 1999;2(2-3):87-105.
- Langegård U, Kiani K, Nielsen SJ, Svensson P-A. Nursing students’ experiences of a pedagogical transition from campus learning to distance learning using digital tools. BMC nursing. 2021;20(1):1-10.
- Lassoued Z, Alhendawi M, Bashitialshaaer R. An exploratory study of the obstacles for achieving quality in distance learning during the COVID-19 pandemic. Education Sciences. 2020;10(9):232.
- Tilak JB, Kumar AG. Policy Changes in Global Higher Education: What Lessons Do We Learn from the COVID-19 Pandemic? Higher education policy. 2022;35(3):610-28.
- Farnell T, Skledar Matijevic A, Šcukanec Schmidt N. The Impact of COVID-19 on Higher Education: A Review of Emerging Evidence. Analytical Report: ERIC; 2021.
- Haslam MB. What might COVID-19 have taught us about the delivery of Nurse Education, in a post-COVID-19 world? Nurse Education Today. 2021;97:104707.
- Oducado RM, Estoque H. Online learning in nursing education during the COVID-19 pandemic: Stress, satisfaction, and academic performance. Journal of Nursing Practice. 2021;4(2):143-53.
- Carolan C, Davies CL, Crookes P, McGhee S, Roxburgh M. COVID 19: Disruptive impacts and transformative opportunities in undergraduate nurse education. Nurse education in practice. 2020;46:102807.
- Wittenberg E, Goldsmith JV, Chen C, Prince-Paul M, Capper B. COVID 19-transformed nursing education and communication competency: Testing COMFORT educational resources. Nurse Education Today. 2021;107:105105.
- Daniel SJ. Education and the COVID-19 pandemic. Prospects. 2020;49(1):91-6.
- Padilla BI. Using the community of inquiry as a framework to promote online teaching and learning in advanced practice nursing education. Journal of the American Association of Nurse Practitioners. 2023:10.1097.
- Cook T, Woodall N, Frerk C, Project FNA. Major complications of airway management in the UK: results of the Fourth National Audit Project of the Royal College of Anaesthetists and the Difficult Airway Society. Part 1: anaesthesia. British journal of anaesthesia. 2011;106(5):617-31.
- Grande B, Kolbe M, Biro P. Difficult airway management and training: simulation, communication, and feedback. Current opinion in anaesthesiology. 2017;30(6):743-7.
- Arbaugh JB, Cleveland-Innes M, Diaz SR, Garrison DR, Ice P, Richardson JC, et al. Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework using a multi-institutional sample. The internet and higher education. 2008;11(3-4):133-6.
- Taghizade A, javad hatami hf, omid N. Validating the Persian version of the Community of Inquiry framework survey instrument in web-based learning environments. Quarterly of Educational Measurement Allameh Tabataba’i University. 2018;8(31).
- Akti Aslan SA, Turgut YE. Effectiveness of community of inquiry based online course: Cognitive, social and teaching presence. Journal of Pedagogical Research. 2021;5(3):187-97.
- Mills J, Yates K, Harrison H, Woods C, Chamberlain-Salaun J, Trueman S, et al. Using a community of inquiry framework to teach a nursing and midwifery research subject: An evaluative study. Nurse Education Today. 2016;43:34-9.
- Saadatmand M, Uhlin L, Hedberg M, Åbjörnsson L, Kvarnström M. Examining learners’ interaction in an open online course through the community of inquiry framework. The European Journal of Open and Distance Learning. 2017.
- Su B, Bonk CJ, Magjuka RJ, Liu X, Lee S-h. The importance of interaction in web-based education: A program-level case study of online MBA courses. Journal of interactive online learning. 2005;4(1):1-19.
- Akyol Z, Garrison DR, Ozden MY. Online and blended communities of inquiry: Exploring the developmental and perceptional differences. The International Review of Research in Open and Distributed Learning. 2009;10(6):65-83.
- Arbaugh JB, Hwang A. Does “teaching presence” exist in online MBA courses? The Internet and Higher Education. 2006;9(1):9-21.
- Shea P, Bidjerano T. Community of inquiry as a theoretical framework to foster “epistemic engagement” and “cognitive presence” in online education. Computers & Education. 2009;52(3):543-53.
- Fiock H, Maeda Y, Richardson JC. Instructor impact on differences in teaching presence scores in online courses. International Review of Research in Open and Distributed Learning. 2021;22(3):55-76.
- Yew EH, Goh K. Problem-based learning: An overview of its process and impact on learning. Health professions education. 2016;2(2):75-9.
- Shin IS, Kim JH. The effect of problem-based learning in nursing education: a meta-analysis. Advances in Health Sciences Education. 2013;18(5):1103-20.
- Walker A, Leary H. A problem based learning meta analysis: Differences across problem types, implementation types, disciplines, and assessment levels. Interdisciplinary journal of problem-based learning. 2009;3(1):6.
- So H-J, Brush TA. Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & education. 2008;51(1):318-36.
- Sidiropoulou Z, Mavroidis I. The Relation Between the Three Dimensions of the Community of Inquiry and the Learning Styles of Students in a Distance Education Programme. iJET. 2019;14(23):180-92.
|