Rumeng Xu
ABSTRACT
Under the dual influence of the rapid development of education informatization and the severe impact of COVID-19, online training has become a normal way of professional learning for teachers. Teaching presence and learning engagement, as important factors affecting learning effect, have received extensive attention from educational researchers and practitioners. Based on a teacher education MOOC, this study conducted a questionnaire survey on 169 rural teachers who participated in this MOOC, and explored the relationship and mechanism of teaching presence, learning motivation and learning engagement perceived by rural teachers. This study found that there was a significant positive correlation between teaching presence, learning motivation, and learning engagement, and learning motivation played a partial mediating role in teaching presence and learning engagement. In the following MOOCs for teacher education, MOOC designers should enhance the sense of teaching presence from three aspects: learning design, learning organization, and learning intervention, and stimulate the learning motivation of rural teachers, so as to achieve the occurrence of deep online learning for rural teachers.
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Index Terms
- How Teaching Presence Facilitate Rural Teachers’ Learning Engagement in MOOC for Teacher Education: The Mediating Effect of Learning Motivation
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