Scholarlink

<p>This study examines teacher-student interactions within online learning management systems (LMS) using data from multiple colleges and courses. Quota sampling was employed to select data from four colleges—School of International Studies, School of Computer Science and Technology, School of Mathematics Sciences, and School of Marxism—spanning 816 valid courses, 468 teachers, and 29,403 students. Descriptive Data Analysis and Canonical Correlation Analysis were conducted to explore six key teaching and learning activities: roll call, online discussions, in-class quizzes, examinations, assignments, and feedback. The results reveal that roll call and online discussion boards are associated with patterns of teacher-student activity alignment, particularly in relation to student engagement and assignment-related behaviors. Furthermore, notable variations were identified in teachers’ assessment practices across colleges, which were associated with differences in students’ engagement with LMS-supported learning. However, these associations should be interpreted with caution, as they may partly reflect the structural organization and affordances of LMS features rather than necessarily meaningful teacher–student interaction. These findings provide insights for institutional policymakers and educators seeking to better understand how platform design and instructional practices jointly shape observable interaction patterns in LMS environments.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Interactions in the LMS: exploring teacher-student dynamics across multiple courses and a large dataset

  • 期刊论文

  • 发表日期：

    2026年5月7日

查看全文
  • Jian Huang,
  • Gaojun Shi,
  • Liang Chen,
  • Zihui Zhang

摘要

This study examines teacher-student interactions within online learning management systems (LMS) using data from multiple colleges and courses. Quota sampling was employed to select data from four colleges—School of International Studies, School of Computer Science and Technology, School of Mathematics Sciences, and School of Marxism—spanning 816 valid courses, 468 teachers, and 29,403 students. Descriptive Data Analysis and Canonical Correlation Analysis were conducted to explore six key teaching and learning activities: roll call, online discussions, in-class quizzes, examinations, assignments, and feedback. The results reveal that roll call and online discussion boards are associated with patterns of teacher-student activity alignment, particularly in relation to student engagement and assignment-related behaviors. Furthermore, notable variations were identified in teachers’ assessment practices across colleges, which were associated with differences in students’ engagement with LMS-supported learning. However, these associations should be interpreted with caution, as they may partly reflect the structural organization and affordances of LMS features rather than necessarily meaningful teacher–student interaction. These findings provide insights for institutional policymakers and educators seeking to better understand how platform design and instructional practices jointly shape observable interaction patterns in LMS environments.