Enhancing Teacher-Student Interaction Dynamics in Online Education: A Systematic Literature Review
Wenling, Li
School of Education Science, Guangxi Minzu Normal University, Chongzuo-532200, Guangxi, China.
Bin, Liu *
School of Liberal Arts and Mass Media, Guangxi Minzu Normal University, Chongzuo-532200, Guangxi, China.
*Author to whom correspondence should be addressed.
Abstract
Background: Online learning is rapidly expanding, with increasing market size and user scale. However, the lack of teacher-student interaction remains a significant challenge. Identifying factors impacting teacher-student interaction can help improve online learning environments. Despite its importance, systematic research in this area is limited. This study addresses this gap by exploring factors influencing teacher-student interactions in online learning.
Purpose: The aim of this study was to identify and categorize factors affecting teacher-student interaction in online learning.
Methods: A systematic literature review was conducted using scientific publications in English and Chinese. Databases such as Scopus, PubMed, CNKI, ProQuest, Springer, and Google Scholar were searched for articles published up to 2022. The PRISMA guidelines were followed for article selection, and only articles with complete data and passing quality assessments were included. The final sample consisted of 33 articles published between 2015 and 2022.
Results: The majority of participants (65%) were undergraduate students, and 58% of the studies employed quantitative methods to investigate factors influencing teacher-student interaction. The findings revealed that teacher-student interaction significantly impacts positive student outcomes, including satisfaction, motivation, academic achievement, and performance.
Four Main Factors were Identified: (a) technological factors, (b) student individual characteristics, (c) teacher trait factors, and (d) course design factors.
Conclusion: Existing research predominantly focuses on undergraduate students and employs quantitative methods, while qualitative approaches and perspectives from primary/secondary school teachers and lecturers are underrepresented. Future research should address these gaps by incorporating diverse viewpoints and methodologies to comprehensively explore factors influencing teacher-student interaction in online learning environments.
Keywords: Teacher-student interactions, online learning, positive outcomes, factors, review