| 其他摘要 | In any era, high-quality educational resources are scarce. With the popularization of Internet technology, online education has become an important method to improve the quality of people, as it can significantly improve the ability of ordinary people to break through time and space limitations and obtain educational resources at a lower cost. It has developed rapidly in recent years. However, existing research mainly focuses on adult online education, and it has been found that compared to traditional offline education, online education typically has lower participation rates and poorer performance. In order to further promote the development of online education, it is necessary to deeply explore the relevant factors that affect student participation and performance.
Existing research on adults suggests that factors such as students, teachers, teaching methods, and platform characteristics may all affect student participation and study performance. However, whether these conclusions are applicable to online education for children remains to be tested. Because teachers are not only the focus of the development of educational institutions in practice and the main concern for parents to choose schools, but also the most influential and promotable factor on the teaching process pointed out in the literature. Therefore, this article intends to systematically study the impact of teacher characteristics on the student participation rate and study performance of online education for primary school students.
This thesis is divided into three parts. Research 1 combines literature analysis, teacher interviews, and questionnaire surveys to extract and identify key teacher features that may affect the performance of online education for primary school students. Firstly, based on literature analysis, some teacher characteristics were extracted. Secondly, through the interviews with 16 senior online education teachers, a preliminary set of teacher characteristics including 20 indicators was formed. Finally, 45 online education teachers were invited to select the most important 3-5 indicators from these 20 indicators, and it was found that 12 teacher characteristics, including professional ability, humor, friendliness, and physical attractiveness, were considered the most important teacher characteristics.
Study 2 developed an evaluation method based on classroom teaching videos, focusing on the 12 teacher characteristics extracted from Study 1 and referencing the IFIRS video encoding method. The method was used to evaluate 76 online education teachers in a famous online education company, and the results showed that the method had good reliability and validity. In terms of reliability, the score consistency coefficients of the three coders are all greater than 0.80. In terms of validity, the score of this evaluation method is significantly correlated with the scoring system used within the educational institution, and with important indicators such as overall student attendance rate and homework full score rate recorded on the online teaching management platform for each teacher's class.
Study 3 further delved into classroom record data for all classes taught by these 76 teachers throughout the academic year (including 219 courses, totaling 3285 class hours). Using Hierarchical Linear Model (HLM), we analyzed how teacher characteristics affect the vertical development of student participation (based on the attendance and completion rate of the class) and study performance (based on the full score rate of homework) at the class level throughout the whole learning cycle. The results showed that the professional ability and physical attractiveness of teachers can significantly improve the student participation throughout the entire stage; The higher the attractiveness of a teacher's appearance, the better the study performance of students. |
修改评论