 |
[email protected] |
 |
3275638434 |
 |
 |
| Paper Publishing WeChat |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
The Impact of Teacher-Student Interaction on Learning Engagement in Blended Learning
ZHU Xumei, TANG Xiaonan, QIAN Jiayan, SUN Hong
Full-Text PDF
XML 511 Views
DOI:10.17265/2161-623X/2023.02.004
Xuzhou University of Technology, Xuzhou, China
The blended learning environment has the advantages of both traditional teaching and online learning on the Internet, and is highly sought after by educators. As learning engagement is an important guarantee for effective learning outcomes, and teacher-student interaction behaviour is one of the key factors influencing students’ learning engagement, it is important to clarify the mechanism between teacher behaviour and learning engagement to optimise teachers’ teaching ability, promote students’ learning engagement, and enhance their learning outcomes. In this study, a structured questionnaire was used to investigate the online teaching component of blended learning, and the questionnaire was divided into two parts: a survey on student engagement and a survey on student-teacher interaction. Student behavioural input was high but inefficient. Student cognitive input is low. There is a timeliness of student affective engagement.
blended learning environment, teacher-student interaction, learning engagement
ZHU Xumei, TANG Xiaonan, QIAN Jiayan, SUN Hong. (2023). The Impact of Teacher-Student Interaction on Learning Engagement in Blended Learning. US-China Education Review A, Mar.-Apr. 2023, Vol. 13, No. 2, 95-100.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. (in Chinese)
He, K. K. (2004). From blended learning to see the new development of educational technology theory (I). Audio-visual Education Research, 24(3), 1. (in Chinese)
He, K. K. (2005). Looking at the new development of educational technology theory from blending learning. Journal of National School of Education Administration, 7(9), 37-48+79. (in Chinese)
Li, K. D., & Zhao, J. H. (2004). Principle and application mode of blended learning. Audio-visual Education Research, 24(7), 1-6. (in Chinese)
Ministry of Education. (2018a). Opinions on accelerating the construction of high-level undergraduate education and comprehensively improving talents training ability. Retrieved from http://www.moe.gov.cn/srcsite/A08/S7056/201810/T20181017 _30 (in Chinese)
Ministry of Education. (2018b). Notice of the Ministry of Education on implementing the spirit of the national conference on undergraduate education in colleges and universities in the new era. Retrieved from http://www.moe.gov.cn/srcsite/A08/S7056/201809/T20180903 _ 347003 (in Chinese)
Pan, G. H. (2004). Gestalt horizon and cognitive paradigm-on the gestalt school’s research on memory and problem solving to promote the emergence and development of cognitive psychology (Master’s thesis, Shandong Normal University, 2004). (in Chinese)
Sun, W. W. (2009). Senior high school students’ daily academic resilience: The impact of academic input on academic performance (Master’s thesis, Northeast Normal University, 2009). (in Chinese)
Wang, R. H. (2015). Research on interactive observation tools for primary and secondary schools in smart classrooms. Audio-visual Education Research, 36(9), 49-53. (in Chinese)
Wang, R. H., Zhou, Y. L., & Wang, Y. (2006). Theory and practice of blended learning. Beijing: Higher Education Press. (in Chinese)
Xiao, W., & Zhang, S. Y. (2016). Frontiers, hotspots and trends in the research field of blended learning—Quantitative research based on Citespace knowledge mapping software. Audio-visual Education Research, 36(7), 27-33+57. (in Chinese)
Yuan, W. X. (2002). On teacher-student interaction in the teaching process. Educational Theory and Practice, 22(S1), 2-3. (in Chinese)