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Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., & Swan, K. P. (2008). 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, 11, 133-136.
https://doi.org/10.1016/j.iheduc.2008.06.003

has been cited by the following article:

• TITLE: Teaching Presence and Academic Achievement: The Mediating Role of Psychological Capital in Online and Offline Hybrid College English Course

  AUTHORS: Yan Yang, Haojie Cai

  KEYWORDS: Teaching Presence, Academic Achievement, Psychological Capital, Hybrid Online and Offline Course

  JOURNAL NAME: Open Journal of Modern Linguistics, Vol.13 No.1, February 28, 2023

  ABSTRACT: Online and offline hybrid courses have become an important element in the construction of first-class undergraduate courses in China, and educational administrators, educational researchers and front-line lecturers are thinking about and seeking ways to improve students’ academic achievement. Based on positive psychology theory (PPT) and Communication of Inquiry (CoI) framework theory, this paper constructs the first research framework on the mediating role of psychological capital (PC) on teaching presence (TP) and academic achievement (AA) in online and offline hybrid English course contexts, revealing the pathways and mechanisms of influence of teaching presence (TP) and psychological capital (PC) on academic achievement (AA). A total of 321 valid questionnaires were collected through online platform. The partial least squares structural equation modelling (PLS-SEM) analysis using SmartPLS3 found that: 1) teaching presence (TP) had a significant positive effect on academic achievement (AA); 2) teaching presence (TP) had a very strong positive effect on psychological capital (PC); 3) psychological capital (PC) had a significant positive effect on academic achievement (AA), and 4) academic achievement (AA) was partially mediated by psychological capital (PC). Therefore, measures such as enhancing students’ perceptions of teaching presence, optimizing the quality and design of online and offline courses, fostering positive psychological states in students, raising students’ psychological capital levels and ensuring smooth communication between online and offline teaching and learning are conducive to significantly improving students’ academic achievement (AA).