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As online learning is the embryonic form of education in the metaverse, it is extremely important to explore the behavioral preferences of users. The aim is to explore the impact of interactive features on continuous use in online learning and to further explore what kind of interaction mode should be constructed for different types of students to obtain the best educational experience.

The study developed an empirical model and used a real-world dataset to test hypotheses. Specifically, the interaction in online learning is analyzed from different dimensions, including the interaction intensity of multiple subjects, the immersion of interactive technology, the timeliness of interactive feedback, and the fun in interaction.

The authors found that the intensity of interaction, immersion, timeliness of feedback and fun in the interaction all had significant positive effects on continuous use. Among them, the most important is the interaction between teachers and students. With the growth of user grades, the role of parents in the interaction is getting smaller and smaller, and the fun in the interaction is gradually becoming unnecessary. For high school students, gamified interactions can even have a negative impact. In addition, from the perspective of gender, males prefer immersive interaction, while females pay more attention to themselves and have negative feedback on fees.

The authors deepened the interaction and summarized the impact of different interactive features on continuous use in online learning platforms. The authors focused on the impact of the immersive experience brought by the application of interactive technology, which can confirm the user behavior preferences of online learning in the context of the metaverse. The research also provides a reference for online learning institutions to set up course interaction modes and targeted marketing programs.

The purpose of this paper is to investigate the role of generation in teachers’ advice and information-seeking interactions in Flemish secondary school teams, and moreover how the content of advice shapes these interactions. Four content-related advice and information-seeking networks are investigated in this study: subject-matter knowledge, classroom management, innovative teaching methods and ICT.

Data were collected from 660 teachers in ten secondary education schools in Flanders (Belgium) by using an online socio-metric survey. Social network analysis was conducted, more specifically quadratic assignment procedure and multilevel P2 modeling.

The findings underline the importance of investigating content-related advice networks. Generation affects the formation of interactions. First, the results revealed that older teachers are less likely to ask advice on subject-matter knowledge, classroom management and innovative teaching methods. Second, the data showed that older teachers are more likely to be asked for advice on subject-matter knowledge. Third, young teachers are more likely to be asked for advice on innovative teaching methods and ICT. Fourth, homophily effects occurred for the youngest teachers when advice is about subject-matter knowledge, and for the oldest teachers for advice about classroom management.

This study is innovative due to its application of social network analysis to investigate intergenerational knowledge flows, and due to its clear focus on content-related advice-seeking interactions that go beyond the approach of general advice and information-seeking interactions.

The purpose of this paper is to link the social interactions between principals and their teachers to teachers’ perceptions of their students’ engagement with school, empirically testing the theoretical proposition that principals influence students through their teachers in the US charter school environment. The mediating influence of latent beliefs of trust and support are tested in this process.

By analyzing pooled network and survey data collected in 15 Indianapolis charter schools using stepwise, fixed-effects regression techniques, this study tests the association between interactions of principals and teachers, on the one hand, and teachers’ perceptions of student engagement, on the other. The extent to which latent beliefs about teachers – in particular, trust in teachers and support of teachers by the administrators – mediate this relationship is also tested.

Direct relationships between principal-teacher interactions and latent beliefs of trust and support are confirmed. Direct relationships between latent beliefs and perceptions of academic and school engagement are also confirmed. There is a relationship between principal-teacher interactions and teacher perceptions of student engagement, but the mediating effect of latent beliefs of trust and support accounts for much of the direct association. The reachability of the principal remains a significant and direct influence on teachers’ perceptions of academic engagement after accounting for trust and support.

Moving beyond principals’ personality dispositions in management and turning to the social relationships that they form with teachers adds to the understanding of how principal leadership affects student learning. Empirically distinguishing between the actual interactions and social dispositions of principals helps inform practical implications. Focussing on how principals’ social interactions with teachers influence teachers’ perceptions of students’ engagement provides a theoretical link as to how principals indirectly influence student achievement.

The relationships that principals build with teachers have real implications on the beliefs of trust and support among teachers in a school and have a ripple effect on teachers’ perceptions of student engagement. These findings therefore suggest that frequently moving principals among schools is not an ideal policy.

This study tests the theoretical boundaries of school organization research by using a within-schools design with charter schools. It also links leadership research to outcomes typically restricted to research on school culture and climate.

This study explores the teacher’s role for implementing a cognitive tutor (CT) intended to increase students’ knowledge of proportional reasoning and potential impacts on students’ learning.

Using a mixed methods approach to design-based research, the authors examine results from three different phases of the CT implementation using frameworks from mathematics education research.

Based on observations of 10 educators, the authors identify 4 different types of interactions among the CT, students and educators. Using observations and student assessment results (n = 134), the authors begin to build an argument that different types of interactions have the potential to impact students’ opportunities to learn in computer-directed learning environments.

The authors conclude that research on the efficacy of computer-directed learning environments should consider differences in implementation of CT materials and that the types of CT, student and educator interactions described herein provide a framework to support such exploration.

The purpose of this paper is to present an adaptation of the lesson study (LS) approach to the training of future generalist teachers. It aims to improve their interactions with pupils when fine-tuning their learning process. The reiteration of study cycles enables a critical analysis of trainee teacher’s interventions in the light of pupils’ responses and work. It thus allows students to improve their interventions by employing new theoretical contributions, for instance, about the management of both uncertainty and didactic heterogeneity which are two fundamental concepts in the relationship between teaching and learning.

The training portfolios handed in by students at the end of the semester include the transcripts of the records of all teacher-pupil interactions for five LS cycles with the corresponding work of pupils. These portfolios conserve traces of the learning process from the first to the last interventions of the trainee teachers with their pupils. The portfolios analyzed for this paper deal with the teaching of mental arithmetic at elementary school.

The analysis aims to pinpoint transformations enacted by trainee teachers in how they intervene with pupils and how their actions incorporate new theoretical contributions.

This analysis shows that LS, as a training approach, can facilitate the articulation of theory and practice and enable teachers to experience the effects of improved teaching on pupils’ learning. In terms of training, it makes it possible to understand how theoretical choices take on meaning in the improved practices of trainee teachers.

The interest of this contribution lies in the presentation of successive transcripts obtained during an LS approach and in the description of levers that such an approach provides for teaching training.

Mentoring can improve novice teacher effectiveness and reduce teacher attrition, yet the depth and breadth of mentoring can vary greatly within and between schools. The purpose of this paper is to identify the extent to which a school’s administrative context is associated with the focus and frequency of novice teacher-mentor interactions.

By estimating logistic regression models, the author identified the association between novices’ perceptions of their working conditions and the content and frequency of interactions with their formally assigned mentors.

When novice teachers perceived positive administrator-teacher relations in their schools and reported that administrative duties did not interfere with their core work as teachers, they were more likely to frequently interact with their mentors around issues of curriculum.

Studies of new teacher induction need to more fully account for elements of school-level organizational context which influence novice teacher-mentor interactions, specifically related to administrative decision making and climate. Future research should seek to identify the extent to which formal policy related to new teacher induction is supported by broader elements of the organizational context.

In addition to implementing sound formal policies related to teacher mentoring, school administrators should seek to foster a school climate that promotes administrator-teacher and teacher-teacher collaboration to promote improved teacher mentoring.

This study builds upon previous research by drawing attention to the association between broad measures of school-level administrative context related to the quality of working conditions and teacher mentoring.

Scholars have focused their attention on systemic reform as a way to support instructional coherence. These efforts are often layered on to existing social relationships between school staff that are rarely taken into account when enacting reform. Social network theory posits that the structure of social relationships may influence the direction, speed, and depth of organizational change and therefore may provide valuable insights in the social forces that may support or constrain reform efforts. This study aims to discuss this issue.

This mixed‐methods exploratory case study examined five schools within one under‐performing school district as it enacted a system‐wide reform. Quantitative survey data were collected to assess social networks and teacher work perception of five schools enacting the reform. Qualitative data were gathered through individual interviews from educators within representative grade levels as a way to better understand the diffusion and implementation of the reform.

Despite being enacted as a system‐wide reform effort, the results suggest significant variance within and between schools in terms of reform‐related social networks. These networks were significantly related to the uptake, depth, and spread of the change. Densely connected grade levels were also associated with more interactions focused on teaching and learning and an increased sense of grade level efficacy.

The findings underline the importance of attending to relational linkages as a complementary strategy to the technical emphasis of reform efforts, as social networks were found to significantly facilitate or constrain reform efforts. Implications and recommendations are offered for leadership, policy and practice that may support the design and implementation of reforms, which may ultimately increase student performance.

The study makes a unique contribution to the reform literature by drawing on social network theory as a way to understand efforts at reform. The work suggests that the informal social linkages on which reform is layered may support or constrain the depth of reform.

The purpose of this paper is to explore shared workspace and professional learning community (PLC) interactions in schools. The collaborative culture and PLCs were parts of the school culture. The collaborative culture of each school was designed to ensure teachers share intellectual and physical contributions in learning to investigate the impact of teaching and learning on students. The workspace overlap for teachers was part of the culture of each school and a function of the PLC interactions. PLCs provided opportunities for collaboration and therefore opportunities to share intellectual and physical workspace.

A grounded theory research approach was taken to this investigation, primarily because of the common experiences of educators in schools (Creswell, 2013). Collaborative process between educators in schools was qualitatively investigated as a function of PLC interactions. In all, three communities, five schools, and 70 educators were purposefully selected to participate. Data were collected, including semi-structured interviews, observations, artifacts, and researcher field notes.

The workspace interactions include shared leadership, decision making, teaching and learning practice, and accountability measures. Attributes and characteristics of effective collaboration and PLCs greatly affect the outcomes of PLCs. An emergent framework is provided that includes attributes of effective collaboration and the characteristics of effective PLCs that merge into intellectual and physical shared workspace.

This paper focuses on the connections between PLCs, school culture, and professional educator collaboration. This paper proposes to provide a unique model called the shared workspace. The model combines the intellectual and physical aspects of group members to ensure the effectiveness of collaborative systems that promote quality practice in schools through functional PLCs as part of a positive school culture. This paper further offers extensions to the shared leadership concept (Carpenter, 2015) in how schools, administrators, and teachers should work together, thus more collaboratively through a continuous improvement process of the school as a workplace and a learning organization.

The purpose of this study is to examine similar and/or different perspectives on, and practices of online-learning interaction as projected by the participating educators who are from either Korea or the USA.

In this study, the authors analyzed how college instructors from two countries, Korea and the USA, consider the role of online-learning interaction in their students' learning by interviewing nine instructors from both countries. The authors examined the educators' responses using constructivism and Confucianism as the frame of reference.

The analysis showed that the US instructors tend to focus on learner-to-learner interaction, whereas Korean instructors emphasized teacher-to-learner interaction. Korean instructors perceived a gap between ideal and reality in integrating interaction as a part of online activities in the course.

This study focuses on a cross-national comparison of online-learning interaction between Korea and the USA. Thus, it will provide practical ideas for global or multicultural user experiences on online-learning courses.

Students' satisfaction is termed as their subjective evaluation of the fulfillment of expectations and pleasure experienced from the teaching services. This study intends to examine the role of teachers' work engagement in inculcating students' satisfaction from their teachers taking a self-determination perspective. It moreover highlights the underlying mechanisms of teacher–student interaction and teachers' sensitivity.

We used 278 valid and matched responses from teachers and students of higher secondary/intermediate/degree colleges operating in Pakistan through multi-stage sampling. The data were gathered in three waves and multiple mediation analysis was conducted using PROCESS model 4 to analyze the data and infer results.

The results revealed that college teachers' work engagement (i.e. vigor, dedication and absorption) is required to create their willingness and motivation to invest in effective pedagogical decisions and inculcate students' satisfaction. This engagement, in turn, improves their interaction with students and makes them more sensitive in meeting the needs of students that causes students to have satisfying educational experiences.

This research has taken a unique standpoint of considering teachers' engagement as a precursor of students' satisfaction, in contrast to the prior focus on assessing the role of institutional dynamics, demographics and teachers' competence. It has also unraveled the role of teachers' sensitivity and student–teacher interaction in the above-mentioned association based on self-determination theory (SDT). Moreover, it has emphasized the teaching dynamics and its outcomes in the college sector instead of the much-examined university and school settings.