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The perspective of teaching systems: The effectiveness of two online teaching approaches in K-12 and school stages differences

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Abstract

This study explores the relationship between teacher teaching support, student involvement, technical environment support, and online teaching effectiveness among K-12 students from the perspective of teaching systems (teacher teaching support, student involvement, and technical environment support) and the differences between online teaching methods and school levels, to provide guidance for teachers to teach using different online teaching methods and at different school levels. The data came from 13,225 primary and secondary school students who participated in online teaching in a district of Beijing. This study used the quantitative research method, we established a model of factors influencing the effectiveness of online teaching through Structural Equation Modelling, and analysed the survey data to explore the factors influencing the effectiveness of online teaching, the paths and their mediating effects. It is worth noting that this study found that student involvement and teacher teaching support significantly and negatively affected the perceived learning effect; teacher teaching support significantly and negatively affected continuance intention; and that the effects of teacher teaching support, student involvement, and technical environment support on satisfaction and the effects of student involvement on continuance intention showed significant differences. These differences affect related mediated pathways, resulting in significant differences in them. In addition, we found that “teacher teaching support → student involvement → perceived learning effect” was different from “teacher teaching support → technical environment support → perceived learning effect.” We also found a masking effect for the “teacher teaching support → student involvement → perceived learning effect” and “teacher teaching support → technical environment support → continuance intention” pathways. These findings provide suggestions for teachers at different levels to design appropriate online teaching strategies to improve student learning.

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Acknowledgements

The authors would like to thank all the primary, junior and senior school students who participated in this study and the National Education Science “Fourteenth Five Year Plan” 2022 Key Topic of the Ministry of Education “Research on the effective behavior system of dual-teacher classroom teaching in the context of high-quality and balanced education” (DCA220455).

Funding

This study was supported by The National Education Science "Fourteenth Five Year Plan" 2022 key topic of the Ministry of Education "Research on the effective behavior system of dual-teacher classroom teaching in the context of high-quality and balanced education" (DCA220455).

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  1. Collage of Elementary Education, Capital Normal University, Haidian District, No. A23, Baiduzi, Beijing, 100048, China

    Yonghai Zhu, Shiyu Yan & Jiayu Tao

  2. School of Sociology and Psychology, Central University of Finance and Economics, Beijing, 100081, China

    Li Zhang

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Conceptualization: Yonghai Zhu; Methodology:Yonghai Zhu; Formal Analysis: Jiayu Tao, Shiyu Yan and Yonghai Zhu; Investigation:Yonghai Zhu, Shiyu Yan; Resources: Yonghai Zhu; Writing-Original Draft Preparation: Jiayu Tao, Shiyu Yan, Yonghai Zhu, and Li Zhang; Writing-Review and Editing:Yonghai Zhu, Jiayu Tao, Shiyu Yan, and Li Zhang; Project Administration:Yonghai Zhu; Funding Acquisition: Yonghai Zhu. All authors have read and agreed to the published version of the manuscript.

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Zhu, Y., Yan, S., Tao, J. et al. The perspective of teaching systems: The effectiveness of two online teaching approaches in K-12 and school stages differences. Educ Inf Technol 29, 11585–11624 (2024). https://doi.org/10.1007/s10639-023-12257-8

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