在线学习者感知的教师支持行为模型构建

Construction of the Model of Online Learner-Perceived Teacher Support Behavior

In online learning， learners exhibit poor self-learning skills， shallow learning， and high drop-out rates. Some studies have shown that this is related to learner-perceived teacher support. Therefore， this study focuses on the construction of the model of student-perceived teacher support behavior in online learning， and designs the overall research ideas of “dimension compositiondesign and test the questionnaire-model construction”. From the perspective of qualitative research， the dimensional composition of teacher support behavior is analyzed. From the perspective of quantitative analysis， the logical relationship between dimensions is verified. Using the structural equation model， a learner-perceived teacher support behavior model is constructed from the perspective of system theory. The study found that learners’ perceived teacher support behavior can be divided into four dimensions: emotional support， social support， intellectual support， and instrumental support. These four aspects have different influences on learners. At the same time， through the path analysis effect of the revised structural model， it was found that intellectual support is influenced by social support and instrumental support; emotional support and instrumental support are positively influenced by social support. Social support has a direct impact on intellectual support， and there is an indirect influence through instrumental support. Based on the conclusions， there are several suggestions for enlightenment. First， Emotional support and social support are important factors for conducting open online courses. Second， intellectual support and instrumental support are the leading factors for the development of online open courses.