Cover Image

What are the roles of positive psychological construct in blended learning contexts? Integrating academic buoyancy into the community of inquiry framework

Introduction: In the post-epidemic era, blended learning has become a social trend for the future of higher education, and scholars have endeavored to understand the factors that influence student learning in these blended communities. Communities of Inquiry is a conceptual framework that describes...

Full description

Saved in:
Bibliographic Details
Main Authors: Yan Yang, Yoon Fah Lay
Format: Article
Language:English
English
Published: Frontiers Media S.A. 2024
Subjects:
LB1050.9-1091 Educational psychology
PE1001-1693 Modern English
Online Access:https://eprints.ums.edu.my/id/eprint/39281/1/ABSTRACT.pdf
https://eprints.ums.edu.my/id/eprint/39281/2/FULL%20TEXT.pdf
https://eprints.ums.edu.my/id/eprint/39281/
https://doi.org/10.3389/fpsyg.2024.1354156
Tags: Add Tag
No Tags, Be the first to tag this record!
id my.ums.eprints.39281
record_format eprints
spelling my.ums.eprints.392812024-07-26T02:51:56Z https://eprints.ums.edu.my/id/eprint/39281/ What are the roles of positive psychological construct in blended learning contexts? Integrating academic buoyancy into the community of inquiry framework Yan Yang Yoon Fah Lay LB1050.9-1091 Educational psychology PE1001-1693 Modern English Introduction: In the post-epidemic era, blended learning has become a social trend for the future of higher education, and scholars have endeavored to understand the factors that influence student learning in these blended communities. Communities of Inquiry is a conceptual framework that describes the components of blended learning environments, indicating teaching presence, social presence, and cognitive presence. However, the framework fails to adequately explore how individual learning motivational factors influence student learning. Therefore, this study extends the Community of Inquiry framework by drawing on a positive psychological construct-academic buoyancy to reveal the relationship between academic buoyancy and the three presences through empirical research. Methods: The theoretical model was validated by SPSS 26.0 and smartPLS4.0. To evaluate the measurement and structural models, structural equation modeling (SEM) was carried out using the partial least squares (PLS) method. Findings: (a) Teaching presence positively predicts academic buoyancy, and academic buoyancy positively predicts social presence and cognitive presence; (b) academic buoyancy mediates teaching presence and social presence, as well as teaching presence and cognitive presence; and (c) academic buoyancy acts as a chain mediator between teaching presence and cognitive presence through social presence. Discussion: The results of this study fill a gap in the multiple roles of individual positive psychological construct-academic buoyancy in blended learning communities, extend the Community of Inquiry theoretical framework, and provide empirical evidence for blended learning quality and practical improvement strategies. Frontiers Media S.A. 2024 Article NonPeerReviewed text en https://eprints.ums.edu.my/id/eprint/39281/1/ABSTRACT.pdf text en https://eprints.ums.edu.my/id/eprint/39281/2/FULL%20TEXT.pdf Yan Yang and Yoon Fah Lay (2024) What are the roles of positive psychological construct in blended learning contexts? Integrating academic buoyancy into the community of inquiry framework. Frontiers in Psychology, 15. pp. 1-12. ISSN 1664-1078 https://doi.org/10.3389/fpsyg.2024.1354156
institution Universiti Malaysia Sabah
building UMS Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Sabah
content_source UMS Institutional Repository
url_provider http://eprints.ums.edu.my/
language English
English
topic LB1050.9-1091 Educational psychology
PE1001-1693 Modern English
spellingShingle LB1050.9-1091 Educational psychology
PE1001-1693 Modern English
Yan Yang
Yoon Fah Lay
What are the roles of positive psychological construct in blended learning contexts? Integrating academic buoyancy into the community of inquiry framework
description Introduction: In the post-epidemic era, blended learning has become a social trend for the future of higher education, and scholars have endeavored to understand the factors that influence student learning in these blended communities. Communities of Inquiry is a conceptual framework that describes the components of blended learning environments, indicating teaching presence, social presence, and cognitive presence. However, the framework fails to adequately explore how individual learning motivational factors influence student learning. Therefore, this study extends the Community of Inquiry framework by drawing on a positive psychological construct-academic buoyancy to reveal the relationship between academic buoyancy and the three presences through empirical research. Methods: The theoretical model was validated by SPSS 26.0 and smartPLS4.0. To evaluate the measurement and structural models, structural equation modeling (SEM) was carried out using the partial least squares (PLS) method. Findings: (a) Teaching presence positively predicts academic buoyancy, and academic buoyancy positively predicts social presence and cognitive presence; (b) academic buoyancy mediates teaching presence and social presence, as well as teaching presence and cognitive presence; and (c) academic buoyancy acts as a chain mediator between teaching presence and cognitive presence through social presence. Discussion: The results of this study fill a gap in the multiple roles of individual positive psychological construct-academic buoyancy in blended learning communities, extend the Community of Inquiry theoretical framework, and provide empirical evidence for blended learning quality and practical improvement strategies.
format Article
author Yan Yang
Yoon Fah Lay
author_facet Yan Yang
Yoon Fah Lay
author_sort Yan Yang
title What are the roles of positive psychological construct in blended learning contexts? Integrating academic buoyancy into the community of inquiry framework
title_short What are the roles of positive psychological construct in blended learning contexts? Integrating academic buoyancy into the community of inquiry framework
title_full What are the roles of positive psychological construct in blended learning contexts? Integrating academic buoyancy into the community of inquiry framework
title_fullStr What are the roles of positive psychological construct in blended learning contexts? Integrating academic buoyancy into the community of inquiry framework
title_full_unstemmed What are the roles of positive psychological construct in blended learning contexts? Integrating academic buoyancy into the community of inquiry framework
title_sort what are the roles of positive psychological construct in blended learning contexts? integrating academic buoyancy into the community of inquiry framework
publisher Frontiers Media S.A.
publishDate 2024
url https://eprints.ums.edu.my/id/eprint/39281/1/ABSTRACT.pdf
https://eprints.ums.edu.my/id/eprint/39281/2/FULL%20TEXT.pdf
https://eprints.ums.edu.my/id/eprint/39281/
https://doi.org/10.3389/fpsyg.2024.1354156
_version_ 1805887941804818432
score 13.211869

Similar Items