Study On The Teacher Behaviors In Intercollegiate Collaborative Learning Based On Online Curriculum

Curriculum development is making a great progress in higher education, but theinsufficiency of using is one of the big problems. The intercollegiate collaborativelearning based on online curriculum is helpful to improve the sharing of high-qualitylearning resources, and the teacher behaviors is one of the essential elements for thesuccess of intercollegiate collaborative learning.What teacher is a good teacher is the core question for the teacher behaviorsstudy. In this thesis, with the methodologies of quantitative and qualitative, the authorinvestigates the structure of teacher behaviors in the environment of intercollegiatecollaborative learning based on online curriculum. The research skills and techniquesthat the author has used in this study include literature analysis, case study,questionnaire form, individual interview, on-site observation, factor analysis andexperiences collections.In this thesis, the author explores the evolution of research on teacher behaviorsin international arena and the domestics, develops a framework for online teacherbehaviors study in cyberspace, and investigates the picture of teacher behaviors in theintercollegiate collaborative learning based on the online curriculum named asLearning Sciences and Learning Technologies (LSLT) and then, the author proposesseveral suggestions for the improvement of teacher behaviors in an information age.The thesis includes five chapters. Chapter one introduces the background andorigins of this study, argues the significance of this topic, and discusses the intentionsof the author. Then, the author discusses the research methodologies and defines thecore concepts in this study, investigates the history and the contemporary picture ofteacher behaviors study, the teacher behaviors study has evolved through four stages.In chapter two, the author explores the structure of teacher behaviors andproposes a framework of teacher behaviors. Based on the works of Peter Goodyear,the author proposed a framework to investigate online teacher behaviors from eightdimensions.The framework of teacher behaviors is elaborated and the author maintains thatthe quality includes modern educational ideas and theory, ethics in cyberspace, andthe spirits of Internet. For the competence level in the framework includes onlinecommunication based on ICT, online instructional design and organization, onlineeducational resources building and support, the supervision and assessment of onlinelearning, online curriculum research and development, and the lifelong learning andprofessional development.As the main part of the framework, the teacher behaviors level is based on the quality level and competence level, and includes eight type of detailed behaviors, suchas basic online teacher behavior, technical support behavior, resources buildingbehavior, consultation and encouraging behavior, instruction promoting behavior,online organizing and management behavior, and online course research anddevelopment behavior.Chapter two is followed by chapter three. In chapter three, a a behavior analysisform and questionnaire form are designed to investigate the picture of teacherbehavior in the online intercollegiate collaborative learning of LSLT and someinteresting finding are found.The chapter four is based on the previous chapters. In this chapter, the authorexplores some foundations for the improvement of teacher behaviors and proposessome suggestions to facilitate the teacher behavior in the online intercollegiatecollaborative learning of LSLT.The chapter five is the final chapter of this thesis. The author summarizes themain findings of her study and makes a discussion for the limitations, and thenexplores the possibilities for her further study on this topic in the future.