Skip to main content
SpringerLink
Log in

Examining Chinese beginning online instructors’ competencies in teaching online based on the Activity theory

  • Published:
Journal of Computers in Education Aims and scope Submit manuscript

Abstract

This study constructed an instrument based on the Activity theory to investigate the beginning online instructors’ online teaching competencies from the perspective of the online teaching process and applied it to beginning instructors to examine the validity. Eighty-nine beginning online instructors from China participated in this study. Confirmatory factor analysis, descriptive statistics analysis, and regression are used in this study. The results indicated that the Activity theory fit the practice well and the instrument is reliable. Chinese beginning online instructors’ online teaching competencies need to be improved, especially in preparing themselves to teach online and conducting meaningful appraisals of student learning. While beginning instructors’ gender and age had no significant influence on their online teaching competencies, instructors’ educational level, online teaching and learning experience had significant effects on their online teaching competencies. Most instructors perceived that designing and organizing online teaching, as well as evaluating students’ performance are the biggest challenges to move traditional courses online. Additionally, implications of this study and recommendations for future research are provided.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

References

  • Ahmed, M. A., Moradeyo, I., & Abimbola, I. O. (2016). Assesment of perceived academic and incentive needs of Senior Secondary School Biology Teachers in Kwara State, Nigeria. Malaysian Online Journal of Educational Sciences, 4(3), 12–23.

    Google Scholar 

  • Akiri, A. A., & Ugborugbo, N. M. (2009). Analytic examination of teachers’ career satisfaction in public secondary schools. Studies on Home and Community Science, 3(1), 51–56.

    Article  Google Scholar 

  • Allen, I. E., & Seaman, J. (2008). Staying the course: Online education in the United States, 2008. ERIC.

  • Allen, I. E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. ERIC.

  • Barbour, M. K., Siko, J., Gross, E., & Waddell, K. (2013). Virtually unprepared: Examining the preparation of K-12 online teachers Teacher education programs and online learning tools: Innovations in teacher preparation (pp. 60–81). Pennsylvania: IGI Global.

    Book  Google Scholar 

  • Bigatel, P. M., Ragan, L. C., Kennan, S., May, J., & Redmond, B. F. (2012). The identification of competencies for online teaching success. Journal of Asynchronous Learning Networks, 16(1), 59–77.

    Google Scholar 

  • Blume, M., Emery, V., & Griffiths, R. B. (1971). Ising model for the λ transition and phase separation in He 3-He 4 mixtures. Physical Review A, 4(3), 1071.

    Article  Google Scholar 

  • Browne, M. W., & Cudeck, R. (1992). Alternatice ways of assessing model fit. Sociological Methods and Research, 21(2), 230–258.

    Article  Google Scholar 

  • Chou, C., & Tsai, C.-C. (2002). Developing web-based curricula: Issues and challenges. Journal of Curriculum Studies, 34(6), 623–636.

    Article  Google Scholar 

  • Davis, N., & Roblyer, M. (2005). Preparing teachers for the “Schools that technology built” Evaluation of a program to Train teachers for virtual schooling. Journal of Research on Technology in Education, 37(4), 399–409.

    Article  Google Scholar 

  • Dong, Y., Chai, C. S., Sang, G.-Y., Koh, J. H. L., & Tsai, C.-C. (2015). Exploring the profiles and interplays of pre-service and in-service teachers’ technological pedagogical content knowledge (TPACK) in China. Journal of Educational Technology & Society, 18(1), 158–169.

    Google Scholar 

  • Engeström, Y. (1999). Activity theory and individual and social transformation. Perspectives on activity theory. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Erie Consulting [EB/OL]. 2018 Chinese Online Education Industry Development Report. http://report.iresearch.cn/report/201902/3336.shtml

  • Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. The Internet and higher education, 13(1–2), 31–36.

    Article  Google Scholar 

  • González-Sanmamed, M., Muñoz-Carril, P.-C., & Sangrà, A. (2014). Level of proficiency and professional development needs in peripheral online teaching roles. The International Review of Research in Open and Distributed Learning, 15(6), 162–187.

    Article  Google Scholar 

  • Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers’ curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211–229.

    Article  Google Scholar 

  • Hew, K. F., & Cheung, W. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational research review, 12, 45–58.

    Article  Google Scholar 

  • Hu, L. T., & Bentler, P. M. (1995). Evaluating model fit. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues and applications (pp. 76–99). London: Sage.

    Google Scholar 

  • Jonassen, D. H., & Rohrer-Murphy, L. (1999). Activity theory as a framework for designing constructivist learning environments. Educational Technology Research and Development, 47(1), 61–79.

    Article  Google Scholar 

  • Kim, Y. (2018). Revisiting classroom practices in East Asian Countries: Examination of within-country variations and effects of classroom instruction. Teachers College Record, 120(7), n7.

    Google Scholar 

  • Klein, J. D., Spector, J. M., Grabowski, B., De, I., & Teja, L. (2004). Teaching competencies instructor competencies: Standards for face-to-face, online & blended settings. Quarterly Review of Distance Education, 7(2), 195.

    Google Scholar 

  • Klug, J., Krause, N., Schober, B., Finsterwald, M., & Spiel, C. (2014). How do teachers promote their students’ lifelong learning in class? Development and first application of the LLL Interview. Teaching and Teacher Education, 37, 119–129.

    Article  Google Scholar 

  • Koh, J. H. L., Chai, C. S., & Tsai, C.-C. (2010). Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey. Journal of Computer Assisted Learning, 26(6), 563–573.

    Article  Google Scholar 

  • Kong, S.-C., Looi, C.-K., Chan, T.-W., & Huang, R. (2017). Teacher development in Singapore, Hong Kong, Taiwan, and Beijing for e-Learning in school education. Journal of Computers in Education, 4(1), 5–25.

    Article  Google Scholar 

  • Kopp, B., Matteucci, M. C., & Tomasetto, C. (2012). E-tutorial support for collaborative online learning: An explorative study on experienced and inexperienced e-tutors. Computers & Education, 58(1), 12–20.

    Article  Google Scholar 

  • Lektorsky, V. A. (1999). Activity theory in a new era. Perspectives on activity theory (pp. 65–69). Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Liu, G. (2015). Analysis of online tutor’s ability improvement in contemporary distance education. Journal of Shanxi Radio & Tv University.

  • Liu, Q., Zhang, S., & Wang, Q. (2015). Surveying Chinese in-service K12 teachers’ technology, pedagogy, and content knowledge. Journal of Educational Computing Research, 53(1), 55–74.

    Article  Google Scholar 

  • McAllister, L., & Graham, C. (2016). An analysis of the curriculum requirements for K-12 online teaching endorsements in the US. Journal of Online Learning Research, 2(3), 247–282.

    Google Scholar 

  • Mccown, L. J. (2010). Blended courses: The best of online and traditional formats. Clinical Laboratory Science, 23(4), 205.

    Article  Google Scholar 

  • Mercer, N., & Howe, C. (2012). Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory. Learning, Culture and Social Interaction, 1(1), 12–21.

    Article  Google Scholar 

  • Michaelowa, K., & Wittmann, E. (2007). The cost, satisfaction, and achievement of primary education-Evidence from Francophone Sub-Saharan Africa. The Journal of Developing Areas, 41(1), 51–78.

    Article  Google Scholar 

  • Murphy, E., Rodríguez-Manzanares, M. A., & Barbour, M. (2011). Asynchronous and synchronous online teaching: Perspectives of Canadian high school distance education teachers. British Journal of Educational Technology, 42(4), 583–591.

    Article  Google Scholar 

  • Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and instruction, 1(2), 117–175.

    Article  Google Scholar 

  • Pang, S. (2016). A national survey of literacy faculty practices, beliefs, and attitudes toward online courses. Clemson: Clemson University.

    Google Scholar 

  • Paquette, G. (2007). An ontology and a software framework for competency modeling and management. Journal of Educational Technology & Society, 10(3), 1–21.

    Google Scholar 

  • Patrick, P. K. S., & Yick, A. G. (2005). Standardizing the interview process and developing a faculty interview rubric: An effective method to recruit and retain online instructors. Internet & Higher Education, 8(3), 199–212.

    Article  Google Scholar 

  • Peechapol, C., Na-Songkhla, J., Sujiva, S., & Luangsodsai, A. (2018). An exploration of factors influencing self-efficacy in online learning: A systematic review. International Journal of Emerging Technologies in Learning (iJET), 13(09), 64–86.

    Article  Google Scholar 

  • Planar, D., & Moya, S. (2016). The effectiveness of instructor personalized and formative feedback provided by instructor in an online setting: Some unresolved issues. Electronic Journal of E-Learning, 14(3), 196–203.

    Google Scholar 

  • Richter, S. L., & Ware, L. J. (2016). Nurse educator self-assessed technology competence and online teaching efficacy: A pilot study.

  • Roberts, J. (2018). Future and changing roles of staff in distance education: A study to identify training and professional development needs. Distance Education, 39(1), 37–53. https://doi.org/10.1080/01587919.2017.1419818.

    Article  Google Scholar 

  • Rossel, Y. (2012). lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2), 1–36.

    Article  Google Scholar 

  • Savery, J. R. (2005). BE VOCAL: Characteristics of successful online instructors. Journal of Interactive Online Learning, 4(2), 141–152.

    Google Scholar 

  • Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK) the development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149.

    Article  Google Scholar 

  • Seirup, H. J., Tirotta, R., & Blue, E. (2016). Online education: Panacea or plateau. Journal for Leadership and Instruction, 15(1), 5–8.

    Google Scholar 

  • Sogillo, R. R. O., Guimba, W. D., & Alico, J. C. (2016). Assessment of mathematics teachers in a public and a private School: Implications to the quality of teaching secondary mathematics. Advances in Sciences and Humanities, 2(2), 7–16.

    Article  Google Scholar 

  • Stein, D. S., & Wanstreet, C. E. (2017). Jump-start your online classroom: Mastering five challenges in five days. Sterling: Stylus Publishing, LLC.

    Google Scholar 

  • Whitaker, J. P. (2015). Traditional faculty in transition: theory, change, and preparation for the online paradigm. Alabama: The University of Alabama.

    Google Scholar 

  • Xiao, Xiao. (2018). Supporting the construction of College Teachers’ Information-based teaching ability with online open course system. University Teaching in China, 09, 70–73.

    Google Scholar 

  • Zurita, G., & Nussbaum, M. (2010). A conceptual framework based on Activity Theory for mobile CSCL. British Journal of Educational Technology, 38(2), 211–235.

    Article  Google Scholar 

Download references

Acknowledgements

This work is supported by Ministry of education—China mobile research fund project, “Research and experiment on Regional Teaching and research mode supported by information technology” (No. MCM20170502) and Hubei Province Technology Innovation special projects “Key technologies and demonstration applications of Internet + Precision Education” (No. 2017ACA105), as well as Fundamental Research Funds for the Central Universities In Central China Normal University “Tests and evaluation of teacher development”(No. CCNU16JCZX05).

Author information

Authors and Affiliations

  1. Central China Normal University, Wuhan, Hubei, China

    Yang Wang & Qingtang Liu

  2. College of Education and Human Ecology, The Ohio State University, Columbus, OH, 43210, USA

    Yixi Wang & David Stein

  3. National Institute of Education of Nanyang Technological University, NIE2-03-45, 1 Nanyang Walk, Singapore, 637616, Singapore

    Wenli Chen

Authors
  1. Yang Wang
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Yixi Wang
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. David Stein
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Qingtang Liu
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Wenli Chen
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Qingtang Liu.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Wang, Y., Wang, Y., Stein, D. et al. Examining Chinese beginning online instructors’ competencies in teaching online based on the Activity theory. J. Comput. Educ. 6, 363–384 (2019). https://doi.org/10.1007/s40692-019-00140-w

Download citation

  • Received:

  • Revised:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s40692-019-00140-w

Keywords

Search

Navigation