A Research on Online Teaching Behavior of Chinese Local University Teachers Based on Cluster Analysis

Autor/inn/en	Liu, Bing; Luo, Xiaobing; Lu, Shui-lin
Titel	A Research on Online Teaching Behavior of Chinese Local University Teachers Based on Cluster Analysis
Quelle	In: International Journal of Distance Education Technologies, 21 (2023) 2, (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-3100
Schlagwörter	Foreign Countries; College Faculty; Web Based Instruction; Teacher Behavior; Online Courses; Teacher Student Relationship; Academic Achievement; Educational Planning; Teacher Effectiveness; Course Evaluation; Grading; China + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Web Based Training; Teacher behaviour; Lehrerverhalten; Online course; Online-Kurs; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulleistung; Bildungsplanung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Notengebung; Schulnote
Abstract	COVID-19 boosted online teaching and yielded a significant amount of valuable data, yet utilizing it for education is a challenge. This study employed the K-means clustering method to analyze the online teaching behavior data of 1147 courses from a local university in East China. As a result, five types of courses with distinct teaching behaviors were identified: resource preparation (4.1%), online classroom interaction (3.6%), task evaluation (9.2%), active interaction (15.5%), and inactive interaction (67.6%). By examining the relationship between these course types and academic performance, the authors discovered no significant difference in the academic performance of students in the three course groups (i.e., resource preparation, online classroom interaction, and task evaluation) and students in the inactive interaction course group. However, there was a significant disparity in academic performance between students in active interaction courses and students in inactive interaction courses. These findings can assist teachers in planning online teaching activities more effectively and improving teaching outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01