The Impact of Teachers' Behavior on Educational Effectiveness in Online Learning Mode

Ziqi Wang

doi:10.62051/9t1q5v10

Authors

Ziqi Wang

DOI:

https://doi.org/10.62051/9t1q5v10

Keywords:

Online learning; Interaction; Mental Health; Self-efficacy.

Abstract

Online education has become a convenient platform for educators and learners to participate in the educational process. However, this accommodation comes with its own set of challenges, including reduced interaction between educators and students, potential adverse effects on student mental health, and concerns related to student self-discipline. Unlike traditional classroom teaching, online teaching monitors students' situations in real-time and provides timely help when encountering obstacles. Observations that ongoing interactions between students and educators in online environments are often associated with reduced student engagement in changes in interactive educational environments. Educators play a critical role in guiding and supporting students, and these challenges highlight the importance of educator behavior in effectively addressing these issues. This suggests that many students engage in online learning when they may appear disinterested or less effective, and this study provides pertinent suggestions to effectively address these challenges. While online education offers flexible and convenient learning methods, educators must face up to the associated complexities to ensure a fruitful and enriching educational experience for students.

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