The role of teachers in online learning
An empirical analysis based on person-centered and variable-centered approaches
Dados Bibliográficos
| ID | 22166346 |
|---|---|
| Autores | Yi Wang (0000-0003-2228-7009, Beijing Normal University), Shunjie Chen (Beijing Normal University), Jin Liu (0000-0001-5816-2422, Henan Normal University) |
| Ano | 2026 |
| Volume | 11 |
| Data de publicação | 2026-02-24 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Frontiers in Education (JOURNAL) |
| Identificadores do periódico | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Editora | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2026.1688662 |
| OpenAlex | W7131292980 |
| Idioma | EN |
| Referências citadas | 36 |
Introduction In the context of educational digital transformation, teachers play a pivotal role in shaping students’ online learning experiences, particularly at the secondary level. This study explores the associations between teacher and student behaviors on an online learning platform to identify evidence-based pathways for integrating digital tools into effective teaching practice. Methods The study investigated the online learning behaviors of 2,345 secondary school students and 74 mathematics teachers from eight experimental schools representing diverse academic performance levels. Using both variable-centered and person-centered analytical approaches, the research analyzed behavioral indicators including online duration, resource clicks, and complete views. Results Findings indicate that associations between teacher and student behaviors depend on the specific indicator and analytical perspective. A robust overall correlation was identified for resource clicking, particularly in teacher profiles with high interaction levels. For online duration, stable alignment emerged only among teachers with moderate duration and high engagement. Conversely, while viewing behaviors correlated at the aggregate level, no significant within-group associations were found across any teacher profile. Discussion The divergence in findings suggests that aggregate-level trends for deep engagement may reflect structural differences in instructional requirements rather than linear behavioral imitation. Practically, teacher training should emphasize high-quality, strategic interactions, while student efforts should foster active exploration. At the system level, building a collaborative instructional support ecosystem involving schools and platform developers is essential to empower teachers as effective facilitators in digital environments
Collaborative learning · Digital Learning · Educational technology · Empirical research · Online learning · Student engagement · Digital literacy in education · E-Learning and COVID-19 · Online and Blended Learning
Cluster Analysis
Measuring student engagement in technology-mediated learning
Evolution and Revolution in Artificial Intelligence in Education
Simpson's paradox in psychological science
A meta-analysis of blended learning and technology use in higher education
Interaction and learning engagement in online learning
The changes we need
School Engagement
Applying Learning Analytics in Online Environments
STEM Students’ Perceptions on Emergency Online Learning during the Covid-19 Pandemic
Using Educational Data Mining Techniques to Identify Profiles in Self-Regulated Learning
Evaluating the value of persuasive technology and the role of teachers in a blended learning course for social work students
Online Teaching in K-12 Education in the United States
The Quality of Selected Online Learning Platforms and Their Effect on Education in the Sultanate of Oman
Systematic review of research on artificial intelligence applications in higher education – where are the educators
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |