The role of teachers in online learning: an empirical analysis based on person-centered and variable-centered approaches
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Resumo
IntroductionIn the context of educational digital transformation, teachers play a pivotal role in shaping students’ online learning experiences, particularly at the secondary level. This study explores the associations between teacher and student behaviors on an online learning platform to identify evidence-based pathways for integrating digital tools into effective teaching practice.MethodsThe study investigated the online learning behaviors of 2,345 secondary school students and 74 mathematics teachers from eight experimental schools representing diverse academic performance levels. Using both variable-centered and person-centered analytical approaches, the research analyzed behavioral indicators including online duration, resource clicks, and complete views.ResultsFindings indicate that associations between teacher and student behaviors depend on the specific indicator and analytical perspective. A robust overall correlation was identified for resource clicking, particularly in teacher profiles with high interaction levels. For online duration, stable alignment emerged only among teachers with moderate duration and high engagement. Conversely, while viewing behaviors correlated at the aggregate level, no significant within-group associations were found across any teacher profile.DiscussionThe divergence in findings suggests that aggregate-level trends for deep engagement may reflect structural differences in instructional requirements rather than linear behavioral imitation. Practically, teacher training should emphasize high-quality, strategic interactions, while student efforts should foster active exploration. At the system level, building a collaborative instructional support ecosystem involving schools and platform developers is essential to empower teachers as effective facilitators in digital environments.
Dados da obra
- Tipo
- Artigo
- Periódico
- Frontiers in Education, v. 11
- Editora
- Frontiers Media S.A.
- Ano
- 2026 (2026-02)
- Idioma
- en
- Palavras-chave
- mathematics education; online learning; person-centered; role of teacher; secondary school; variable-centered
- Temas
- Formação de Professores de Matemática, Práticas Pedagógicas, Tecnologias Digitais
- DOI
- 10.3389/feduc.2026.1688662
- ISSN
- 2504-284X
- Acesso
- Acesso aberto
- Fontes
- DOAJ — Directory of Open Access Journals
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
WANG, Yi; CHEN, Shunjie; LIU, Jin. The role of teachers in online learning: an empirical analysis based on person-centered and variable-centered approaches. Frontiers in Education, v. 11, 2026. DOI: https://doi.org/10.3389/feduc.2026.1688662.
APA
Wang, Y., Chen, S., & Liu, J. (2026). The role of teachers in online learning: an empirical analysis based on person-centered and variable-centered approaches. Frontiers in Education, 11. https://doi.org/10.3389/feduc.2026.1688662
BibTeX
@article{wang2026,
author = {Wang, Yi and Chen, Shunjie and Liu, Jin},
title = {The role of teachers in online learning: an empirical analysis based on person-centered and variable-centered approaches},
year = {2026},
journal = {Frontiers in Education},
volume = {11},
publisher = {Frontiers Media S.A.},
doi = {10.3389/feduc.2026.1688662},
language = {en}
}RIS
TY - JOUR AU - Wang, Yi AU - Chen, Shunjie AU - Liu, Jin TI - The role of teachers in online learning: an empirical analysis based on person-centered and variable-centered approaches PY - 2026 JO - Frontiers in Education VL - 11 DO - 10.3389/feduc.2026.1688662 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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