Influence of Teachers' Effective Teaching Behavior on Knowledge Transfer of Students in Online Teaching

Abstract

With the rapid development of information technology, the online education environment has become a reality. In specific online education practices, most teachers exhibit effective teaching behaviors by using multimedia technologies positively to stimulate the learning initiative of students, improve their learning performances, and promote their knowledge transfer. Based on theories of knowledge transfer and effective teaching behaviors, a measurement model that focuses on the effects of effective teaching behaviors of teachers on knowledge transfer of learners was constructed in this study. Moreover, the influencing mechanism of effective teaching behaviors of teachers (clear teaching, diversified teaching, task orientation, and guidance of student engagement) on knowledge transfer of students was discussed through questionnaire survey and multiple regression analysis. In addition, differences in knowledge transfer caused by different online learning platforms were analyzed. Results demonstrate that for the designed questionnaire, the general Cronbach’s α=0.796 and KMO values 0.820, indicating that the designed questionnaire has very good reliability and validity. Four aspects of clear teaching, diversified teaching, task orientation, and guidance of student engagement have significant positive correlations with knowledge transfer. Diversified teaching, task orientation, and guidance of student engagement can also promote knowledge transfer of students significantly. According to the Kruskal-Wallis test statistics, online learning platforms have significant effects on the knowledge transfer at the 0.05 level. Research conclusions have important references to recognize components of effective teaching behaviors of teachers, promote knowledge transfer improvement of students comprehensively, and facilitate the positive transformation of teachers to online teaching modes and strategies.

Validation Instrumentation and Measurement of Technological Pedagogical Content Knowledge (TPACK) for Teachers

“…For example, the use of the term or terms of events in Literature is not the same as the events used in the subject of History, while the motives in Literature are not the same as the mo-Open Journal of Social Sciences tives used in the legal system in the courts. Teachers who have knowledge in high content aspects emphasize more concepts, problem-solving and inquiry aspects in their subjects to the students (Magdeline & Zamri, 2014;Tan et al, 2022). Teachers who lack mastery and knowledge in the content aspect will emphasize more facts, rules, procedures and are too tied to lesson plans and textbooks alone.…”

“…Teaching techniques need to be diversified by teachers in order to attract more students to learn and even improve the thinking skills of students. The evidence, a study conducted by Che Zanariah and Fadzilah (2011) and Tan (2022) found that teachers are still weak in applying effective teaching techniques to create a conducive learning situation, attract students and make the process of teaching and facilitation in the classroom become more fun. Issues related to the use of ineffective teaching strategies and these students' learning problems can result in the main goals and objectives of the teaching and facilitation process not being fully achieved.…”

Measuring Construct Validy of Instrument for Invesigating Teachers in using LMS

“…LMS can help educational units manage learning and organize content by engaging students to support the learning process [2] . Based on the statistics of the Kruskal-Wallis test, online learning platforms have a significant effect on knowledge transfer at the .05 level so that they can be a component of the effective teaching behavior [3].…”