Characteristics of Teacher Support in Online Learning Environments Based on the Learners' Perspective
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Authors
Ming Lv1, *, Junjian Liang1
1
School of Foreign Languages, Wuhan University of Science and Technology, Wuhan, China
*
Corresponding author. Email: 13631553@qq.com
Corresponding Author
Ming Lv
Article History
Received 20 June 2022Revised 27 June 2022
Accepted 8 March 2023
Available Online 24 March 2023
- DOI
- https://doi.org/10.55060/s.atssh.230322.001
- Keywords
- Teacher support
Online learning
Learners' perspective - Abstract
This study focuses on the characteristics of teacher support perceived by students in an online learning environment. The findings demonstrate that the characteristics of teacher support in online learning environments differ significantly from those in face-to-face classrooms. In terms of autonomous support, online classrooms outperform face-to-face classes. Furthermore, students in a high-scoring class experience more teacher support.
- Copyright
- © 2023 The Authors. Published by Athena International Publishing B.V.
- Open Access
- This is an open access article distributed under the CC BY-NC 4.0 license (https://creativecommons.org/licenses/by-nc/4.0/).
Cite This Article
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TY - CONF AU - Ming Lv AU - Junjian Liang PY - 2023 DA - 2023/03/24 TI - Characteristics of Teacher Support in Online Learning Environments Based on the Learners' Perspective BT - Proceedings of the 9th International Conference on Education, Language, Art and Inter-Cultural Communication (ICELAIC 2022) PB - Athena Publishing SP - 1 EP - 5 SN - 2949-8937 UR - https://doi.org/10.55060/s.atssh.230322.001 DO - https://doi.org/10.55060/s.atssh.230322.001 ID - Lv2023 ER -
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