Boetumelo Julianne Nyasulu, Shirin Heidari, Michela Manna, Jhilmil Bahl, Tracey Goodman
Gender analysis of the World Health Organization online learning program on Immunization Agenda 2030
Frontiers in global women's health
sustained remote learning environments like experienced late 2020 due covid19 pandemic share characteristics online courses intentionally designed delivered virtually purpose study investigate impact community inquiry widely used online learning environment framework selfefficacy perceived student attitudes within sustained remote learning environments interinstitutional team health professions education researchers collected survey data 205 students representing wide range health professions five us institutions latent mediation models structural equation modeling framework used examine whether student selfefficacy mediates relationship community inquiry presence students favorability sustained remote learning delivered prolonged stages covid19 pandemic higher levels teaching presence social presence remote learning environment associated higher levels remote learning selfefficacy turn predicts variance positive attitudes toward remote learning mediated selfefficacy significant variance students favorability sustained remote learning explained teaching presence 61 social presence 64 cognitive presence 88 selfefficacy significant direct indirect effects teaching social presence direct effects cognitive presence observed study establishes community inquiry three presence types relevant stable framework investigating sustained remote health professions teaching learning environments carefully designed online learning environments faculty may focus course design strategies enhance presence increase student selfefficacy sustained remote learning environment