Research on the Relationship between Self-efficacy and Inquiry Community Model

Abstract

Online learning has the characteristics of large-scale, online and open implementation. It provides students with rich high-quality online learning resources and attracts a large number of learners. Exploring the teaching effect in the online and offline mixed environment has become a hot research topic. Thus, based on a comprehensive review of the literature on the interaction between self-efficacy and the exploratory community model, this paper establishes two models that affect cognitive existence. Using teaching existence and social existence, and taking self-efficacy as the intermediary variable, this paper analyzes the relationship in the exploratory community model. The results show that the overall Cronbach’s α coefficient is 0.933 and the KMO value is 0.923, indicating that the questionnaire designed has good reliability and validity. Teaching presence and social presence plays a significant positive role in cognitive presence. Self-efficacy plays a complete and partial mediating role in teaching presence and social presence and has a significant positive effect on cognitive presence. The results of this paper have important reference value for expanding the framework of an inquiry community, realizing the deep construction of learners' knowledge connotation, analyzing the influence mechanism of teachers and students in network teaching, and enriching the application of the inquiry community model.