Lia Angelina, Shih Ping Chan

Survey on Teacher Online Teaching Competencies and Learner Satisfaction in Youtube Live Classes

Introduction

Survey on teacher online teaching competencies and learner satisfaction in youtube live classes. Explore teacher online teaching competencies and learner satisfaction in YouTube Live Chinese classes. Discover how class control significantly impacts student satisfaction in online learning.

Abstract

With the advancement of technology, YouTube officially launched its live streaming feature, YouTube Live, in 2011. This initiated a trend of live-streamed Chinese language learning. This study focuses on the Richard Chinese YouTube channel, examining teacher's teaching competencies and learners' satisfaction factors. The research utilized a questionnaire to assess the impact of teaching competencies on learners' satisfaction, supplemented by interviews with the teacher. The questionnaire results indicated that among the three dimensions of online teaching competencies, class control competence was rated the highest on average. Among the seven dimensions of learner satisfaction, satisfaction itself had the highest average score. There was a significantly strong correlation between teaching competencies and learner satisfaction, suggesting that class control competence is the most crucial factor influencing learner satisfaction. In the interviews, Richard emphasized that he primarily teaches courses aligned with the HSK standards, aiming to help students pass the HSK exams. Richard pointed out that there is a wide range of Chinese proficiency levels among students, and many are not fully aware of their own language abilities. Despite the existing level divisions in the live classes, students often find the content either too difficult or too simple.

Review

This study tackles a timely and relevant topic concerning the effectiveness of online teaching, specifically within the burgeoning realm of YouTube Live classes for language learning. The exploration of teacher online teaching competencies and their influence on learner satisfaction, particularly in the context of Chinese language instruction, is a valuable contribution given the global rise of digital education. The mixed-methods approach, combining quantitative data from a questionnaire with qualitative insights from teacher interviews, is a commendable methodological strength that promises a comprehensive understanding of the dynamics at play. The focus on a specific, established channel like "Richard Chinese YouTube" also provides a concrete case study for analysis. The findings presented in the abstract are intriguing, highlighting the paramount importance of "class control competence" among teaching competencies and its strong correlation with learner satisfaction. This suggests a critical area for professional development for online educators. However, the abstract could benefit from greater specificity regarding the quantitative analysis; while a "significantly strong correlation" is noted, details such as the sample size for the questionnaire, the specific statistical tests employed (e.g., regression analysis), and the magnitude of the correlation coefficients would enhance the transparency and robustness of these claims. Furthermore, the identification of "satisfaction itself" as the highest-scoring dimension of learner satisfaction requires further elaboration to understand what this overarching category encompasses compared to other, presumably more granular, satisfaction factors. Richard's interview insights regarding diverse student proficiency levels and their awareness of their own abilities are particularly insightful, pointing to significant pedagogical challenges within live, open-access learning environments. Given these initial findings, the study offers important practical implications for online language educators, emphasizing the need to develop robust strategies for managing classroom dynamics and addressing diverse student needs in real-time. Future research could expand upon this by delving deeper into the specific elements of "class control competence" that are most effective in live online settings, perhaps through direct observation or student feedback on specific instructor behaviors. Additionally, exploring student perceptions of their own language proficiency and how these align or diverge from teacher assessments would provide a crucial learner-centric perspective. Investigating how online platforms or curriculum designers can better facilitate personalized learning pathways or more effective placement tests within live-streamed environments would also be a valuable next step building on this foundational work.

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