Research On The Characteristics Of Double Teacher’s Teaching Presence And Its Influence On Students’ Learning Engagement

The carry out of Synchronous Online Classroom alleviated the dilemma of incomplete classes in rural schools due to lack of teachers.However,in the process of continuous and in-depth advancement of Synchronous Online Classroom to improve the quality of rural education and enhance students’ fantastic learning experience,we are faced with dilemmas such as insufficient motivation of people to participate,weak awareness of the role value of main instructor and assistant instructor,and the lack of an effective teacher communication mechanism.The problem that it is difficult for teachers to cooperate in depth and continuous has become the primary drawback that restrict the effect of Synchronous Online Classroom.Therefore,the study explored the efficacious ways to promote students’ learning engagement and improve teaching efficiency from the perspective of collaborative teaching between the main instructor and assistant instructor in the Synchronous Online Classroom.In order to achieve the above purpose,the current research is based on the collaborative teaching theory and the characteristics of teaching presence under the community of inquiry framework,and around the core issue of double teacher’s teaching that promotes students’ learning engagement,the characteristics of double teacher’s teaching presence are analyzed firstly.Secondly,a hierarchical regression model with students’ learning engagement as the dependent variable,student demographic variables,the perception of the teaching presence of main instructor,and the perception of teaching presence of assistant instructor as independent variables was constructed,and the model of assistant instructor’s teaching presence moderate the influence of main instructor’s teaching presence on students’ learning engagement was also built.The music Synchronous Online Classroom supported by the double teacher teaching in area C,Hubei Province as the context of this study.Data included a questionnaire survey of 268 students from grades one to five in rural schools,interviewed with 11 assistant instructors and 5 main instructors,and classroom observation of 5 music Synchronous Online Classrooms supported by the double teacher teaching.From the level of practical exploration and testing,this study clarified the students’ perceptions of double teacher’s teaching presence and students’ learning engagement,and their differences in demographic variables such a gender,grade,left-behind status,and academic performance.Deeply,the study analyzed the relationship between double teacher’s teaching presence and students’ learning engagement,revealed the influence of the double teacher’s cooperation on students’learning engagement,that is,the moderating effect of assistant instructor’s teaching presence on the relationship between the main instructor’s teaching presence on students’learning engagement,described the status quo of double teacher teaching,and summarized the factors that affect double teacher teaching.The study found that students’perception of double teacher’s teaching presence well,and their perception of the teaching existence of assistant instructor is stronger than the perception of the teaching existence of main instructor.Students have the highest level of emotional engagement,the lowest level of cognitive engagement,and the level of behavioral engagement is somewhere in between,indicating that students have a higher interest and a stronger subjective initiative in the music Synchronous Online Classrooms supported by the double teacher teaching.The difference analysis shows that,except for the variable of the student’s grade,there were no significant difference in the demographic variables of students’perception of double teacher’s teaching presence and learning engagement.The results also show that students’ behavioral and cognitive engagement were more strongly affected by the teaching presence of assistant teacher,and that only the evaluation sub-category of the main teacher’s teaching presence had a significant positive predictive effect on students’ behavioral and cognitive engagement.While the main teacher’s instructional design and organization,facilitating discourse and evaluation have a significant positive impact on students’ emotional engagement,but the teaching presence of assistant teacher has no significant predictive effect on students’emotional engagement.In some aspects,assistant teacher’s teaching presence positively moderated the influence of the main teacher’s teaching presence on students’ cognitive engagement,and negatively moderated the influence of the main teacher’s teaching presence on students’ emotional engagement.The music Synchronous Online Classrooms supported by the double teacher teaching has harsh problems in terms of regulations,incentive policies,expert guidance,technical support,personnel participation motivation,teacher professional development,classroom activity design and other aspects that need to be improved urgently.Based on these,the paper put forward some suggestions,such as improving the multi-department responsibility system to strengthen the support force of double teacher teaching,building collaborative teaching and research community to realize the professional development of main and assistant instructor,optimizing the design of learning activities to promote multiparty participation and interaction.Finally,the future research was reviewed and prospected.