A Study on the Relationship between Teaching Presence and K-12 Teacher Online Learning Behaviors: A Case Study of Secondary School English Teacher Training in Shanghai
Literature analysis suggests that teaching presence plays an important role in online learning behaviors of K-12 teachers. To further study the relationship between teaching presence and online learning behaviors， this paper adopts quantitative research method based on survey data and Weblog records. The survey data are employed to examine teaching presence of secondary school English teachers. And the weblog records were collected to reveal teachers’ online learning behaviors while they engaged in an online teacher training. All statistics were then analyzed by using SPSS. The analytical results indicated that teaching presence had a significant impact on some online learning behaviors. Also， teaching presence was contextual， which varied in different workgroups and was affected significantly by teachers’ position and experience of learning platforms. However， as shown by the results， teaching presence was not affected significantly by age， gender and marital status. Therefore， teaching presence is one necessary but not adequate condition of teachers’ online learning behaviors. Finally， this paper provides K-12 teachers with some advice on teacher online learning and team construction of facilitators.
|關鍵詞||教学临场感、网络研修、学习行为、中小学教师、Teaching Presence、Online Learning、Learning Behavior、K-12 Teacher|
|技术的教育运用： 促进教学方法与学习评价创新——访谈国际知名教育技术学者Thomas C. Reeves教授|