Exploring Teachers' Engagement Behaviors in an Online Professional Development Course

• In Event: Designing to Improve Engagement and Problem Solving

Abstract

Guided by the Interactive-Constructive-Active-Passive (ICAP) framework, the purpose of the study was to investigate whether teaching presence would impact online learners’ passive, active, constructive and interactive engagement behaviors. A total of 218 middle-schools English teachers in Shanghai were enrolled in an online professional development course and completed an online survey at the end. The results of regression analysis revealed that, controlling for the effects of age, gender, marital status, and prior experience, learners’ perceived teaching presence had a significant, positive impact on their constructive and interactive engagement behaviors but not on their passive and active engagement behaviors. Results were discussed based on the ICAP framework.

Authors

• Huaihao Zhang, Shanghai Teacher Training Center - Shanghai

• Lijia Lin, East China Normal University

• Youqun Ren, East China Normal University

• Xiaozhe Yang, East China Normal University

• Beirong Lu, East China Normal University

• Yi Zhan, East China Normal University