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dc.contributor.authorParulla, Cibele Duartept_BR
dc.contributor.authorWeissheimer, Anne Mariept_BR
dc.contributor.authorSantos, Marlise Bockpt_BR
dc.contributor.authorCogo, Ana Luisa Petersenpt_BR
dc.date.accessioned2024-01-18T03:22:29Zpt_BR
dc.date.issued2022pt_BR
dc.identifier.issn1492-3831pt_BR
dc.identifier.urihttp://hdl.handle.net/10183/271030pt_BR
dc.description.abstractMassive 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.en
dc.format.mimetypeapplication/pdfpt_BR
dc.language.isoengpt_BR
dc.relation.ispartofInternational review of research in open and distributed learning. Athabasca: Athabasca University Press, 2000-. Vol. 23, n. 4 (2022), p. 170-182pt_BR
dc.rightsOpen Accessen
dc.subjectInstrument validationen
dc.subjectEstudo de validaçãopt_BR
dc.subjectCommunity of inquiryen
dc.subjectExploratory factor analysisen
dc.subjectMassive open online coursesen
dc.subjectInstrument translation, brazilian Portugueseen
dc.titleTranslating and validating the community of inquiry survey instrument in Brazilpt_BR
dc.typeArtigo de periódicopt_BR
dc.identifier.nrb001163106pt_BR
dc.type.originEstrangeiropt_BR


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