Using learning analytics to reveal the characteristics of teacher and students’ question-and-answer behaviors in urban–rural blended synchronous classrooms
Bibliographic Data
| ID | 22413633 |
|---|---|
| Authors | Cuixin Li (0009-0002-4232-6116, Beijing Normal University), Yifan Zhu (0000-0002-8195-5559, Zhejiang University), Zhu Y (Zhejiang University), Lingna Xu (0009-0007-0678-4650, Instructional Technology and Learning Sciences, Utah State University), Yan Li (0000-0001-6650-7726, Zhejiang University, corresponding author) |
| Year | 2026 |
| Pages | 1-38 |
| Publication date | 2026-06-18 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Distance Education (JOURNAL) |
| Journal identifiers | ISSN: 0158-7919 • E-ISSN: 1475-0198 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01587919.2026.2679536 |
| OpenAlex | W7165168061 |
| Language | EN |
| References cited | 34 |
Blended Synchronous Classrooms (BSCs) demonstrate advantages in advancing educational equity. However, few studies have focused on Q&A interactions in BSCs. Unlike traditional single-class settings, BSCs require teachers to simultaneously manage interactions with students from two classes. To address the gap, this study proposed a coding framework for Q&A behaviors grounded in the Revised Bloom’s Taxonomy. This study analyzed 40 BSC lessons using various learning analytics methods, including Lag Sequential Analysis, Social Network Analysis, and K-Means Clustering Algorithm. The data analysis yielded the following results: (1) Q&A participants: Teachers prioritized interactions with the students in their own classes. (2) Cognitive levels: Most interactions remained at the Understanding level. (3) Transition patterns: Urban teachers exhibited sequential, logic-driven questioning progressions, whereas rural teachers displayed fragmented transitions confined to Understanding-level loops with weak high-low cognitive linkages. (4) Key Q&A behaviors: Urban teachers demonstrated the use of question categories at higher cognitive levels, while rural teachers only used question categories at lower cognitive level. This exploratory study represented a systematic investigation into the quality of teacher–student Q&A behaviors within the urban–rural BSCs context. Finally, the study proposes actionable strategies for optimizing BSCs’ Q&A design and enhancing dialogic teaching quality in distance educational environments.
Analytics · Cluster analysis · Cognition · Community of inquiry · Dialogic · Distance education · Exploratory research · Learning analytics · Innovative Teaching and Learning Methods · Online and Blended Learning · Online Learning and Analytics
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| Citation velocity | historical |
|---|---|
| Highly cited | No |