Abstract
Online teaching has become an important form of regular teaching in higher education institutions, and teachers’ input in online teaching is directly related to the quality of online teaching. A K-means cluster analysis of teachers’ teaching behaviours in the online teaching platform of Sanya Aviation and Tourism College and a comparison of the mean values of each semester’s behaviours reveal that teachers’ overall online teaching input is insufficient and their online teaching behaviours need to be optimized; their teaching energy has improved and their online teaching resources are more completed; their teaching emotional input is seriously lacking and their online interaction needs to be strengthened. To address these problems, the following measures can be taken: improve teachers’ incentives to increase the overall investment in online teaching; change teachers’ roles to strengthen the emotional investment in online teaching; and strengthen teachers’ training to enhance online teaching design skills.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Xuming, H.: A case study of teachers’ teaching engagement affecting students’ learning engagement. J. Educ. Scholarsh. 7, 93–99 (2014)
Yunping, C., Ting, L., Xuebin, L.: Research trends and future prospects of teachers’ work engagement. Mod. Educ. Manage. 4, 61–66 (2018)
Shuang, L., Yao, Z.: The impact of online teachers’ teaching engagement on students’ learning performance - based on the perspectives of teachers and students. Open Educ. Res. 3, 99–110 (2020)
Liu, Z.: The theory, current situation and strategies of teachers’ teaching commitment in higher education. China High. Educ. Res. 47(8), 14–19 (2013)
Yourong, L.: Teachers’ “insufficient teaching input”: conceptual connotation, realistic problems and practical orientation. Jiangsu High. Educ. 11, 66–74 (2020)
Mou Zhijia, S., Xiuling, Y.D.: Modeling research on teacher teaching engagement assessment based on teaching behavior in classroom environment. Mod. Distance Educ. 3, 61–69 (2020)
Shuai, Y., Huan, H., Tingting, H., et al.: Evaluation of online teaching input of university teachers based on teaching behavior analysis: an example of Z University in Hubei Province. Mod. Educ. Technol. 3, 57–63 (2021)
Daguang, W., Wen, L.: An empirical study on the characteristics of large-scale online teaching and learning in Chinese universities based on questionnaires from students, teachers and teaching staff. J. East China Normal Univ. (Educ. Sci. Ed.) 7, 1–30 (2020)
Hao, M.C., Flat, G.I., Zhou, X.: The network direct seeding in line for a sustained use and subjective well-being: based on the phase at acknowledge model and standard social relations theory perspective. J. Journalism Commun. Rev. (2), 29–46
Acknowledgments
Project supported by the Education Department of Hainan Province, project number: Hnky2022ZD-25.
Project supported by Sanya Aviation and Tourism CollegeThe ideological and political specialproject number: SATC2023SZ-04.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2023 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
About this paper
Cite this paper
Ou, Zp., Zhang, H., Liu, X. (2023). A Study on the Online Teaching Input of Higher Education Teachers Based on K-Means Analysis. In: Yu, Z., et al. Data Science. ICPCSEE 2023. Communications in Computer and Information Science, vol 1880. Springer, Singapore. https://doi.org/10.1007/978-981-99-5971-6_31
Download citation
DOI: https://doi.org/10.1007/978-981-99-5971-6_31
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-99-5970-9
Online ISBN: 978-981-99-5971-6
eBook Packages: Computer ScienceComputer Science (R0)