The Role of Teachers in online learning: An Empirical Analysis Based on Person-Centered and Variable-Centered Approaches

Yi Wang¹Shunjie Chen¹Jin Liu^2*

• ¹Beijing Normal University, Beijing, China
• ²Henan Normal University, Xinxiang, China

In the context of educational digital transformation, teachers play a pivotal role in shaping students' online learning experiences, particularly at the secondary level. This study investigates the online learning behaviors of 2,367 secondary school students and 75 mathematics teachers from eight experimental schools representing diverse academic performance levels. Using both variable-centered and person-centered analytical approaches, we explore the associations between teacher and student behaviors on an online learning platform. Findings indicate that the associations between teacher and student behaviors depend on both the behavioral indicator examined and the analytical perspective adopted. For online duration, an aggregate-level weak and significant association was observed, whereas stable within-profile alignment emerged only among teachers characterized by moderate duration and high engagement. Regarding resource clicking, a robust overall correlation was identified, which was most evident in teacher profiles with high interaction levels. In contrast, while complete viewing behaviors were significantly correlated at the aggregate level, no significant within-group associations were found across any teacher profile. This divergence suggests that aggregate-level trends for deep engagement may reflect structural differences in instructional requirements rather than linear behavioral imitation. These findings offer concrete practical implications. In teacher training, professional development should extend beyond basic digital literacy to emphasize high-quality, strategic interactions such as resource curation. For students, learning efforts should foster active exploration rather than passive consumption. At the system level, building a collaborative instructional support ecosystem involving schools and platform developers is essential to empower teachers as effective facilitators in digital learning environments.