Research Of Influence Of Teacher Support Behavior On Learners' Satisfaction In Online Open Courses

Throughout the course of educational development and research,the environment in the educational system will change,the media will change,the methods will change...But what has never changed is the "double dominant" status of teachers and learners in education.The online open courses are powerful tool for realizing the vision of education informatization blueprints based on personalized,differentiated education and lifelong education.Improving learner satisfaction is an important breakthrough for online open courses to upgrade quality and achieve evolution.Providing perceived teacher support behavior is the key to helping improve learners' satisfaction.At present,education is gradually moving from a pure public welfare undertaking to a new type of educational complex with both openness,investment,consumption and other service undertakings.This profound change is quietly forming a new supply-demand relationship based on "supply-perception" between teachers and students.In view of this,this paper aims to study the effect of teacher support behavior on learner satisfaction in open online courses.It is necessary to make a thorough exploration and perspective on the concrete connotation and essence of learner's perceived satisfaction and teacher's supportive behavior so as to understand the mutual influence and function and clarify and find out the principle.Only in this way can we realize the vision of "the most optimal integration of the 'balance of interests' between teacher support behavior and learner satisfaction".In view of the practical problems of the influence of teacher support behavior on learner satisfaction in online open courses,this study gradually constructs the whole logical thinking based on"problem-method" through the analysis of significance and value,the sorting out of existing literature,the screening of limitations,the determination of problem objectives,and the selection of research contents.And then focus on three core issues:"What is the perceived satisfaction of learners in open online courses?","How does a teacher's supportive behavior form?" And "what is the relationship and mechanism of teacher support behavior to improve learners' satisfaction?"First,it is based on the educational consensus that there are differences between teachers' support behaviors and learner perceptions.Based on the analysis and definition of the core factors affecting learner satisfaction(learner expectation,perceived quality,perceived value and learner satisfaction).Based on the American Customer Satisfaction Model(ACSI)and the Technology Acceptance Model(TAM),the research hypothesis is proposed,and the satisfaction model of learner perception in the online open courses is constructed by using the data analysis of the questionnaire.The study found that teachers,learners,key factors,and basic factors have an impact on learner satisfaction.At the same time,when we clarify the important path relationship in the path-finding model,we find that"learner expectation directly affects learner satisfaction" and "perceived value completely mediates perceived quality and satisfaction".The findings lay a theoretical and practical foundation for how teachers' supportive behavior should improve learner satisfaction.Secondly,from the perspective of learners' demands,this paper explores the dimensions and model construction of teacher support behavior.In order to analyze the effect of teacher support behavior on learner satisfaction,a learner-perceived teacher support behavior model matching the online open courses must be constructed.Therefore,this paper analyzes and expounds the connotation,conceptual structure,theoretical basis and teacher support behavior in online open courses recursively.With the help of qualitative research methods such as grounded theory,this paper analyzes the content of learners 'reflective logs,platform data and other multi-dimensional qualitative materials collected in the practical teaching of online open courses,and analyzes the differences of learners' demands for teacher support behavior in different dimensions compared with traditional teachers.At the same time,in response to the discussion and summary of qualitative research,the questionnaire design and test are carried out from the perspective of quantitative analysis,and the composition of teacher support behavior is explored.Finally,the teacher support behavior model in the online open courses based on the learner's appeal is constructed.The results show that the structural dimensions of the teacher-supported behavior perceived by the learners have different degrees of influence.Thirdly,the complexity of teacher support behavior and learners' perceived situational nature of support service determine that its impact on learner satisfaction cannot be simple,linear,single-dimensional,single-level,static relationship.Therefore,based on the established learner satisfaction model and teacher support behavior model,the article explores the interrelationship,role and mechanism impact analysis of different dimensions of teacher support behavior on learner satisfaction.The results show that:?teacher support behavior positively affects learner satisfaction;?perceived quality has mediating effect on the mechanism of teacher support behavior affecting learner satisfaction,specifically,interactive quality has mediating effect on teacher emotional support and knowledge support;Platform ease of use has a mediating effect on teacher's instrumental support.The usefulness of the course and the quality of the course have a mediating effect on the influence of teacher's knowledge support on learner satisfaction;?Perceived value has a mediating effect on the mechanism of teacher support behavior affecting learner satisfaction.Specifically,perceived value has a mediating effect on the influence of teacher social support and knowledge support on satisfaction;?Self-regulated learning ability has a moderating effect in the path of teachers' supportive behavior on learner satisfaction.The moderating effect of self-regulated learning ability in teachers' emotional support and social support is affected by the self-regulated ability,but it always positively moderates the effect of knowledge support on learner satisfaction.The effect of instrumental support on learners' satisfaction is not moderating.Finally,the subjective and perceptual concept of learner satisfaction is bound to be constrained and limited by other factors from the perspective of teacher support behavior,and the results may be biased and not satisfactory.Therefore,from the perspectives of teacher support behavior,learner satisfaction and online open courses,this paper puts forward the research ideas of how to realize the optimal integration of teacher support behavior and learner satisfaction under the "balance of interests" and provides suggestions and measures for teachers and managers in online open courses.This paper summarizes the related research work,envisages and reflects on the shortcomings of the study,and points out the further direction of the study:innovating the concept of online learning,constructing the "support service complexes" ecosphere;positioning the concept of teacher development,from "fighting alone" to "working together";paying attention to the supply of teachers'support behavior,highlighting the spirit of individuality,diversity and precision.Overall,this study examines learners' demands through online open courses.In view of the present situation and predicament of the development of online open courses,the influence of teacher support behavior on learner satisfaction is selected as the research question.On the basis of sorting out and clarifying the conceptual issues,this paper constructs learner perception satisfaction model and teacher support behavior model,explores the relationship between teacher support behavior and learner satisfaction and its mechanism,and points out the possible direction and path of future research.