Exploring and developing a teaching presence instrument for undergraduate students in entrepreneurship blended learning
DOI:
https://doi.org/10.32890/Keywords:
Community of Inquiry, Entrepreneurship Blended Learning, Exploratory Factor Analysis, Teaching Presence, ReliabilityAbstract
Blended learning has become a dominant approach in higher education. However, sustaining student engagement in entrepreneurship courses remains challenging due to reduced interaction and unclear instructional support. This study addresses the lack of validated instruments for measuring teaching presence in entrepreneurship blended learning environments. The objective was to construct and validate a teaching presence instrument grounded in the Community of Inquiry framework, tailored for undergraduate entrepreneurship students. A quantitative design was employed, involving item adaptation, expert validation for face and content validity. A pilot study with 130 randomly selected students from a social sciences and humanities as well as science and technology programs enrolled in entrepreneurship course. Exploratory Factor Analysis confirmed the dimensionality and reliability of the instrument, with a Kaiser Meyer Olkin value of 0.92 and a significant Bartlett Test of Sphericity (χ² = 2362.63, df = 78, p < .001). Two components were retained, explaining 83 percent of the total variance in students’ perceptions of teaching presence. The retained items demonstrated strong factor loadings and excellent internal consistency, with a Cronbach alpha of 0.96. The findings indicate that the instrument is valid and reliable for assessing teaching presence in entrepreneurship blended learning. A limitation of this study is its focus on a single course and institution, which may restrict generalizability. Future research should apply the instrument to diverse academic contexts, employ confirmatory factor analysis, and explore relationships between teaching presence and outcomes such as engagement and entrepreneurial intention. This validated tool offers educators and researchers a practical means to enhance instructional design and improve blended learning effectiveness in entrepreneurship education.
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