Mixed-methods Inquiry into Interpersonal Interaction in Online Teaching——The Perspective of Shanghai University Teachers

doi:10.16382/j.cnki.1000-5560.2021.07.005

Abstract

Abstract:

Interpersonal interaction is a key factor affecting the effectiveness of online teaching. The SOTL-T project analyzed the characteristics and effects of the negative aspects of online teaching through a questionnaire survey of 8850 university teachers and 23 in-depth interviews with teachers. The study found that: In terms of interactive media, text interaction accounts for the largest proportion because of its retention and visibility. The written expression ability is exercised through careful consideration of words and sentences, and there is a trend of emoticon assistance and conciseness. Audio and video interactions have high requirements for internet speed and in-depth performances. Due to the pressure of image decoration in the background, some teachers do not turn on the camera frequently. In terms of interaction time, the time characteristics of synchronous interaction and offline interaction show some similarities in respect of time rigidity, short intervals, clear boundaries, uniform rhythm and single direction. Also, time utilization efficiency is relatively high. In contrast, the time rigidity of asynchronous interaction is weak, the interval is long, the boundary is blurred, the rhythm can be adjusted, and it can be undone and edited. The time efficiency is lower. In terms of interactive space, the dispersion of online teaching space limits the diversity and sufficiency of interaction, but also it can form a safe distance for anonymous protection. In courses with special space requirements, online teaching shows unique advantages or disadvantages. More than half of the teachers believe that the frequency and effect of interpersonal interaction in online teaching are lower than offline teaching. Teacher-student interaction is worse than student-student interaction. Based on analytical results, the research suggests possible actions in future for universities, teachers, and platform developers.

Key words: online teaching, temporal and spatial characteristics, teacher-student interaction, student-student interaction

Linlin Li. Mixed-methods Inquiry into Interpersonal Interaction in Online Teaching——The Perspective of Shanghai University Teachers[J]. Journal of East China Normal University(Educational Sciences), 2021, 39(7): 50-61.

Figures/Tables 5

References 0

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变量名	选项	频数	占比（%）	变量名	选项	频数	占比（%）
院校类型	“双一流”A类	1165	13.2	性别	男	3999	45.2
院校类型	非“双一流”A类	7566	86.8	性别	女	4851	54.8
职称系列	教学科研	6238	70.5	职称级别	正高级	1419	16
	科研为主	392	4.4		副高级	3378	38.2
	教学为主	1828	20.7		中级	3506	39.6
	其他	392	4.4		初级	547	6.2
学科门类	人文学科	2627	29.7	最高学历	博士	5672	64.1
	社会学科	2704	30.6		硕士	2595	29.3
	自然学科	1075	12.1		本科	583	6.6
	工学	2444	27.6	总计		*8850*	*100*

	同步互动	异步互动
时间刚性	同时性陪伴营造教学氛围	弹性安排时间提升自由度
时间间隔	及时反馈和讨论	延迟和弥散的讨论与反馈
时间边界	清晰的上下课时间	模糊的上下课时间
时间节奏	时间匀速向前流逝、临场发挥	可快进、反刍、撤销、剪辑
时间效率	更高	更低

	描述				ANOVA检验
	个案数	平均值	标准差	标准误差	F值	显著性
完全自己录播	1739	4.25	1.30	0.031	58.65	0.000
自己录播+直播	2615	4.15	1.31	0.026
完全直播	2671	3.79	1.44	0.028
使用其他老师的在线课程资源+自己辅导	1612	3.72	1.45	0.04
未使用录播或直播	213	3.59	1.59	0.11
总计	*8850*	*3.97*	*1.40*	*0.01*

	有效个案	平均值	众数	标准差	方差
教师讲授	8664	4.21	4	0.724	0.525
课后辅导答疑	8453	4.10	4	0.794	0.630
学生发言	8465	3.86	4	0.914	0.835
小组讨论/合作	7562	3.66	4	0.956	0.914

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