Influence of Computer-Aided Teachers’ Synchronous Support on Students’ Technology-Based Language Learning Behavioral Engagement in Online Courses
Xiaoquan Pan （ Xingzhi College, Zhejiang Normal University ）
Abstract
Currently, online courses such as MOOCs and micro-courses mainly adopt asynchronous online mode. Computer-aided synchronous online teaching involves live lectures, online feedback, etc., whose timely interactivity effectively resolves the problem of insufficient interactivity in the asynchronous online mode. Due to its learning environment and classroom management mode that is closer to the real classroom, computer-aided synchronous online teaching has been widely implemented in schools and universities. In online teaching, teachers’ support has an important impact on students’ online learning engagement, but the existing literature mainly focuses on the learning engagement of asynchronous online e-learning modes, and the related studies on computer-aided synchronous online modes are still scant. Therefore, grounded on the previous studies, this study classified computer-aided synchronous teacher support into behavior support, capacity support and affection support, and explored the contributions of perceived teacher support toward students’ technology-based language learning behavioral engagement in online courses. Results showed that the Cronbach α coefficient of the questionnaire designed in this study was 0.968, and the KMO value was 0.953, indicating its good reliability and validity. The study found teacher’s computer-aided synchronous supports (teacher affection, teacher behavior support and teacher capacity support) significantly accelerate students’ technology-based language learning behavioral engagement, and teacher behavior support was most correlated with online learning behavioral engagement. This study indicated the significance of teachers’ computer-aided synchronous support, particularly teachers’ behavior support, in enhancing students’ learning behavioral engagement and would inform the future research of teachers’ conscientious behaviors.
Keywords
Computer-aided teachers’ synchronous support; Students’ learning behavioral engagement; Teacher behavior support; Teacher affection support; Teacher capacity supportFull Text
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Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and Friends’ values to academic motivation among urban adolescent students. Journal of Experimental Education, 62, 60-71. https://doi.org/10.1080/00220973.1993.9943831
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Hamane, A. C (2014). Student engagement in an online course and its impact on student success [Dissertation]. California: Pepperdine University.
Hao, S., Dennen, V. P., & Mei, L. (2017). Influential factors for mobile learning acceptance among Chinese users. Educational Technology Research and Development, 65(1), 101-123. https://doi.org/10.1007/s11423-016-9465-2
Hege, B. A. (2011). The online theology classroom: Strategies for engaging a community of distance learners in a hybrid model of online education. Teaching Theology and Religion, 14(1), 13-20.
Inoue, Y. (2007). Online education for lifelong learning: a silent revolution, in Y. Inoue (ed.), Online education for lifelong learning (pp. 1-27). IGI Global.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in University Teaching, 25(4), 1-26.
Katyal, K. R., & Evers, C. (2004). Teacher leadership and autonomous student learning: adjusting to the new realities. International Journal of Educational Research, 41, 367-382. https://doi.org/10.1016/j.ijer.2005.08.007
Kelly, S. & Turner, J. (2019). Rethinking the effects of classroom activity structure on the engagement of low-achieving students. The Teachers College Record, 111, 1665-1692. https://doi.org/10.1177/016146810911100706
Lai, C. (2015). Modeling teacher’s influence on learners’ self-directed use of technology for language learning outside the classroom. Computer &. Education, 82, 74-83. https://doi.org/10.1016/j.compedu.2014.11.005
Lai, C., Zhu, W. M., & Gong, G. (2014). Understanding the quality of out-of-class English learning. TESOL Quarterly, 49, 278-308. https://doi.org/10.1002/tesq.171
Mamun, M. A. A., Lawrie, G., & Wright, T. (2020). Instructional design of scaffolded online learning modules for self-directed and inquiry-based learning environments. Computers & Education, 144: 103695. https://doi.org/10.1016/j.compedu.2019.103695
Miles, S. B., & Stipek, D. (2006). Contemporaneous and longitudinal associations between social behavior and literacy achievement in a sample of low‐income elementary school children. Child Development, 77(1), 103-117. https://doi.org/10.1111/j.1467-8624.2006.00859.x
Miller, R. B., Greene, B. A., Montalvo, G., Ravindran, P B., & Nichols, J. D. (1996). Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability. Contemporary Educational Psychology, 21, 388-422. https://doi.org/10.1006/ceps.1996.0028
Murray, C. (2009). Parent and teacher relationships as predictors of school engagement and functioning among low-income urban youth. The Journal of Early Adolescence, 29(3), 376-404. https://doi.org/10.1177/0272431608322940
Nasir, N. S., Jones, A., & McLaughlin, M. W. (2011). School connectedness for students in low-income urban high schools. The Teachers College Record, 113, 1755-1793. https://doi.org/10.1177/016146811111300805
Pan, X., & Chen, W. (2021). Modeling Teacher Supports Toward Self-Directed Language Learning Beyond the Classroom: Technology Acceptance and Technological Self-Efficacy as Mediators. Frontiers in Psychology, 12. 751017. https://doi.org/10.3389/fpsyg.2021.751017
Patrick, B. C., Skinner, E. A., & Connell, J. P. (1993). What motivates children’s behavior and emotion? Joint effects of perceived control and autonomy in the academic domain. Journal of Personality and Social Psychology, 65, 781-791. https://doi.org/10.1037/0022-3514.65.4.781
Pedrotti, M., & Nistor, N. (2019). How students fail to self-regulate their online learning experience, in European Conference on Technology Enhanced Learning (pp. 377-385). Springer, Cham. https://doi.org/10.1007/978-3-030-29736-7_28
Rachel, M. (2010). A Q-methodological study to investigate the views of children and young people who are deaf: how adults in educational settings help to support their social and emotional wellbeing (Dissertation). University of Sheffield,
Rose-Krasnor, L. (2010). Future directions in youth involvement research. Social Development, 18(2), 497-509. http://dx.doi.org/10.1111/j.1467-9507.2008.00506.x
Roshier, A. L, Foster, N., & Jones, M. A. (2011). Veterinary students’ usage and perception of video teaching resources. BMC Medical Education, 11, 1-13. https://doi.org/10.1186/1472-6920-11-1
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-77. https://doi.org/10.1037/0003-066X.55.1.68
Ryan, A. M., Gheen, M. H., & Midgley, C. (1998). Why do some students avoid asking for help? An examination of the interplay among students’ academic efficacy, teachers’ social-emotional role, and the classroom goal structure. Journal of Educational Psychology, 90, 528-535. https://doi.org/10.1037/0022-0663.90.3.528
Ryan, A., & Patrick, H. (2001). The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38(2), 437-460. https://doi.org/10.3102/00028312038002437
Sasson, I., Yehuda, I., Miedijensky, S., & Malkinson, N. (2021). Designing new learning environments: An innovative pedagogical perspective. The Curriculum Journal, 33(1), 61-81. https://doi.org/10.1002/curj.125
Schaufeli, W. B., Martinez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of cross-cultural psychology, 33(5), 464-481. https://doi.org/10.1177/0022022102033005003
Shernoff, D. J. (2013). Optimal learning environments to promote student engagement. New York, NY: Springer.
Sheridan, L., & Gigliotti, A. (2023). Designing online teaching curriculum to optimise learning for all students in higher education. British Journal of Educational Technology, 34(4), 651-673. https://doi.org/10.1002/curj.208
Skinner, E., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement. Journal of Educational Psychology, 85(4), 571–581. https://doi.org/10.1037/0022-0663.85.4.571
Skinner, E., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493-525. https://doi.org/10.1177/0013164408323233
Suárez, N., Regueiro, B., Estévez, I., del Mar Ferradás, M., Guisande, M. A., & Rodríguez, S. (2019). Individual precursors of student homework behavioral engagement: The role of intrinsic motivation, perceived homework utility and homework attitude. Frontiers in Psychology, 10: 941. https://doi.org/10.3389/fpsyg.2019.00941
Arbaugh, J. B. (2001). How instructor immediacy behaviors affect student satisfaction and learning in web-based courses. Business Communication Quarterly, 64(4), 42-54. https://doi.org/10.1177/108056990106400405
Baker, S., Due, C., Karan, P., & Rose, M. (2021). Teaching for diversity: University educators' accounts of care work and emotional labour with CALD students. Teaching in Higher Education, 1-17. Online ahead of print. https://doi.org/10.1080/13562517.2021.2015751
Birch, S. H., & Ladd, G. W. (2022). The teacher‐child relationship and children’s early school adjustment. Journal of School Psychology, 35(1), 61-79. https://doi.org/10.1016/S0022-4405(96)00029-5
Carson, L., & Mynard, J. (2012). Introduction, in J. Mynard & L. Carson (eds), Advising in Language Learning: Dialogue, Tools and Context (pp. 3-25), Harlow: Pearson Education Limited.
Coates, H. (2006). Student engagement in campus-based and online education: University connections. Routledge.
Cole, M. T., Shelley, D. J., & Swartz, L. B. (2014). Online instruction, e-learning and student satisfaction: A three-year study. International Review of Research in Open & Distance Learning, 15(6), 111-131. https://doi.org/10.19173/irrodl.v15i6.1748
Cooper, K. S. (2014). Eliciting engagement in the high school classroom a mixed-methods examination of teaching practices. American Educational Research Journal, 51, 363-402. https://doi.org/10.3102/0002831213507973
Davis, H. A. (2003). Conceptualizing the role and influence of student-teacher relationships on children’s social and cognitive development. Educational Psychologist, 38, 207-234. https://doi.org/10.1207/S15326985EP3804_2
Descals-Tomás, A., Rocabert-Beut, E., Abellán-Roselló, L., Gómez-Artiga, A. & Doménech-Betoret, F. (2021). Influence of Teacher and Family Support on University Student Motivation and Engagement. International Journal of Environmental Research and Public Health, 18: 2606. https://doi.org/10.3390/ ijerph18052606
Dörnyei, Z. (2009). The L2 motivational self system, in Z. Dörnyei & E. Ushioda (eds.), Motivation, Language Identity and the L2 Self (pp. 9-42). Bristol: Multilingual Matters.
Dörnyei, Z., & Chan, L. (2013). Motivation and vision: an analysis of future L2 self images, sensory styles, and imagery capacity across two target languages. Language Learning, 63(3), 437-462. https://doi.org/10.1111/lang.12005
Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: a critical relationship. Computer & Education, 59, 423-435. https://doi.org/10.1016/j.compedu.2012.02.001
Fagerlund, T. (2012). Learning and Using English and Swedish Beyond The Classroom: Activity Systems of Six Upper Secondary School Students [Ph.D. thesis]. Finland: University of Jyvaskyla.
Farley, I. A., &Burbules, N. C. (2022). Online education viewed through an equity lens: Promoting engagement and success for all learners. Review of Education, 10(3): e3367. https://doi.org/10.1002/rev3.3367
Feidakis, M., & Daradoumis, T. (2013). A framework for designing computer supported learning systems with sensibility. International Journal of Collaboration, 9(1), 57-70. https://doi.org/10.4018/jec.2013010105
Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59, 117-142. https://doi.org/10.2307/1170412
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, 59-109. https://doi.org/10.3102/00346543074001059
Gallivan, M. J., Spitler, V. K., & Koufaris, M. (2005). Does information technology training really matter? A social information processing analysis of coworkers’ influence on IT usage in the workplace. Journal of Management Information Systems, 22, 153-192. https://doi.org/10.1080/07421222.2003.11045830
Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and Friends’ values to academic motivation among urban adolescent students. Journal of Experimental Education, 62, 60-71. https://doi.org/10.1080/00220973.1993.9943831
Gregory, A., Allen, J. P., Mikami, A. Y., Hafen, C. A., & Pianta, R. C. (2014). Effects of a professional development program on behavioral engagement of students in middle and high school. Psychology in the Schools, 51(2), 143-163. https://doi.org/10.1002/pits.21741
Hamane, A. C (2014). Student engagement in an online course and its impact on student success [Dissertation]. California: Pepperdine University.
Hao, S., Dennen, V. P., & Mei, L. (2017). Influential factors for mobile learning acceptance among Chinese users. Educational Technology Research and Development, 65(1), 101-123. https://doi.org/10.1007/s11423-016-9465-2
Hege, B. A. (2011). The online theology classroom: Strategies for engaging a community of distance learners in a hybrid model of online education. Teaching Theology and Religion, 14(1), 13-20.
Inoue, Y. (2007). Online education for lifelong learning: a silent revolution, in Y. Inoue (ed.), Online education for lifelong learning (pp. 1-27). IGI Global.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in University Teaching, 25(4), 1-26.
Katyal, K. R., & Evers, C. (2004). Teacher leadership and autonomous student learning: adjusting to the new realities. International Journal of Educational Research, 41, 367-382. https://doi.org/10.1016/j.ijer.2005.08.007
Kelly, S. & Turner, J. (2019). Rethinking the effects of classroom activity structure on the engagement of low-achieving students. The Teachers College Record, 111, 1665-1692. https://doi.org/10.1177/016146810911100706
Lai, C. (2015). Modeling teacher’s influence on learners’ self-directed use of technology for language learning outside the classroom. Computer &. Education, 82, 74-83. https://doi.org/10.1016/j.compedu.2014.11.005
Lai, C., Zhu, W. M., & Gong, G. (2014). Understanding the quality of out-of-class English learning. TESOL Quarterly, 49, 278-308. https://doi.org/10.1002/tesq.171
Mamun, M. A. A., Lawrie, G., & Wright, T. (2020). Instructional design of scaffolded online learning modules for self-directed and inquiry-based learning environments. Computers & Education, 144: 103695. https://doi.org/10.1016/j.compedu.2019.103695
Miles, S. B., & Stipek, D. (2006). Contemporaneous and longitudinal associations between social behavior and literacy achievement in a sample of low‐income elementary school children. Child Development, 77(1), 103-117. https://doi.org/10.1111/j.1467-8624.2006.00859.x
Miller, R. B., Greene, B. A., Montalvo, G., Ravindran, P B., & Nichols, J. D. (1996). Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability. Contemporary Educational Psychology, 21, 388-422. https://doi.org/10.1006/ceps.1996.0028
Murray, C. (2009). Parent and teacher relationships as predictors of school engagement and functioning among low-income urban youth. The Journal of Early Adolescence, 29(3), 376-404. https://doi.org/10.1177/0272431608322940
Nasir, N. S., Jones, A., & McLaughlin, M. W. (2011). School connectedness for students in low-income urban high schools. The Teachers College Record, 113, 1755-1793. https://doi.org/10.1177/016146811111300805
Pan, X., & Chen, W. (2021). Modeling Teacher Supports Toward Self-Directed Language Learning Beyond the Classroom: Technology Acceptance and Technological Self-Efficacy as Mediators. Frontiers in Psychology, 12. 751017. https://doi.org/10.3389/fpsyg.2021.751017
Patrick, B. C., Skinner, E. A., & Connell, J. P. (1993). What motivates children’s behavior and emotion? Joint effects of perceived control and autonomy in the academic domain. Journal of Personality and Social Psychology, 65, 781-791. https://doi.org/10.1037/0022-3514.65.4.781
Pedrotti, M., & Nistor, N. (2019). How students fail to self-regulate their online learning experience, in European Conference on Technology Enhanced Learning (pp. 377-385). Springer, Cham. https://doi.org/10.1007/978-3-030-29736-7_28
Rachel, M. (2010). A Q-methodological study to investigate the views of children and young people who are deaf: how adults in educational settings help to support their social and emotional wellbeing (Dissertation). University of Sheffield,
Rose-Krasnor, L. (2010). Future directions in youth involvement research. Social Development, 18(2), 497-509. http://dx.doi.org/10.1111/j.1467-9507.2008.00506.x
Roshier, A. L, Foster, N., & Jones, M. A. (2011). Veterinary students’ usage and perception of video teaching resources. BMC Medical Education, 11, 1-13. https://doi.org/10.1186/1472-6920-11-1
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-77. https://doi.org/10.1037/0003-066X.55.1.68
Ryan, A. M., Gheen, M. H., & Midgley, C. (1998). Why do some students avoid asking for help? An examination of the interplay among students’ academic efficacy, teachers’ social-emotional role, and the classroom goal structure. Journal of Educational Psychology, 90, 528-535. https://doi.org/10.1037/0022-0663.90.3.528
Ryan, A., & Patrick, H. (2001). The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38(2), 437-460. https://doi.org/10.3102/00028312038002437
Sasson, I., Yehuda, I., Miedijensky, S., & Malkinson, N. (2021). Designing new learning environments: An innovative pedagogical perspective. The Curriculum Journal, 33(1), 61-81. https://doi.org/10.1002/curj.125
Schaufeli, W. B., Martinez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of cross-cultural psychology, 33(5), 464-481. https://doi.org/10.1177/0022022102033005003
Shernoff, D. J. (2013). Optimal learning environments to promote student engagement. New York, NY: Springer.
Sheridan, L., & Gigliotti, A. (2023). Designing online teaching curriculum to optimise learning for all students in higher education. British Journal of Educational Technology, 34(4), 651-673. https://doi.org/10.1002/curj.208
Skinner, E., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement. Journal of Educational Psychology, 85(4), 571–581. https://doi.org/10.1037/0022-0663.85.4.571
Skinner, E., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493-525. https://doi.org/10.1177/0013164408323233
Suárez, N., Regueiro, B., Estévez, I., del Mar Ferradás, M., Guisande, M. A., & Rodríguez, S. (2019). Individual precursors of student homework behavioral engagement: The role of intrinsic motivation, perceived homework utility and homework attitude. Frontiers in Psychology, 10: 941. https://doi.org/10.3389/fpsyg.2019.00941
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Publishing time:2023-10-16
This work is licensed under a Creative Commons Attribution 4.0 International License
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