5.1 Teachers’ instructional activity is the decisive factor for students to participate in learning
Teachers’ instruction is explained as pre-class, in-class, and post-class links, and their instructional activity should be carried out throughout these links. It has been proven that their instructional activity can directly affect the learning performance of students. Instructional activity refers to a two-way process between teachers and students, in which the instruction of teachers, as the knowledge transmitters in teaching, can directly affect the learning process of students (Li et al., 2020) [30]. Previous studies have shown that students’ perception of teaching in class and teachers’ emphasis on instruction are the main factors contributing to differences in teaching satisfaction. Teachers’ instruction characteristics, personal qualities, and instructional involvement can exert an impact on such factors as students’ perception, motivation, and ability, all of which are intrinsic factors that affect students’ learning performance (Patrick，H., 2004; Shea P. et al., 2006) [31-32]. Not only that, but we also tested that teachers can engage in teaching interaction through three phases, including pre-class, in-class, and post-class, in order to improve teacher-student interaction and student-student interaction and then enhance students’ learning performance. It can be seen that the attitude, preparation, and engagement of teachers towards classroom greatly affect students’ learning performance. In terms of the research on teachers’ instructional activities before, in, and after class, Yang and Sun (2022) proposed that teachers should promote students’ preview activity before class, and use instructive language to stimulate students’ potential for self-regulated learning. In addition, teachers should increase the interest and professionalism of instructional design during in-class link for encouraging students to engage in interactions. Furthermore, timely Q&A and evaluation by teachers after class can improve students’ self-regulated learning (Yang et al., 2022) [33], which has also been confirmed in the study by Feng et al. (2022) [34].
When teaching PE online, teachers need to have certain transferability of knowledge and skills, and are able to control the curriculum from different perspectives. For students of different majors, different levels and different personalities, teachers’ instructional design should be comprehensive and wide in coverage, and they should combine different perspectives to explain and demonstrate their skills. Especially on the Internet, it is particularly critical for how teachers mobilize the enthusiasm of students, which can further test their comprehensive teaching capacity. During the process of online teaching, we are more inclined to the teacher-led and student-dominated concept. First of all, as teaching dominant holders, teachers can create a stable and positive teaching environment, and select appropriate learning materials for students to participate in classroom, establish learning motivation, and engage self-regulated learning (Jen Hwang and Yue Zhu, 2020) [35]. Secondly, the solid relationship between teachers and students can not only exert a greater impact on students than academic performance, but also has a potential impact on students’ lives and personalities. It has been proven that teachers’ professional literacy and the teacher-student relationship can make students happier, healthier, and physically stronger (Leaming, K. G., 2020; Lavoie, B., 2022) [36][37]. Teachers should not only have the ability to master modern educational technology and allocate each teaching link in a scientifical and reasonable manner (Wan, M., 2016) [38], but also reasonably arrange the content and form of pre-class, in-class and post-class teaching activities, thereby ensuring the attention and participation of students in each learning phase and support the effective learning of students (Goodyear V. et al., 2015) [39]. Finally, there are some students who have achieved achievements in completely independent learning during the teaching process, but such situations are actually rare. Many students still need to participate in PE classroom interaction and adjust their learning activities under the guidance of teachers. Therefore, students’ participation in classroom depends on teachers’ instructional activity during the teaching process, so that teachers’ instructional activity is the decisive factor for students’ active participation in classroom.
5.2 Students’ sports activity and ability are the driving force for their participate in learning
According to the particularity of online PE teaching, students are required to have self-regulated learning ability and stronger self-discipline. It has been found in this study that students’ sports activity and ability can exert a greater impact on learning performance, indicating that learning autonomy plays a more important role in online PE learning-situated context. The better students’ sports activity and ability are, the better their learning performance will be. Cho, M.& Kim B. J (2013) 40confirmed that autonomy and self-supervision can play a greater and more significant role in online learning-situated context. Online learning realizes communication and interaction between teachers and students in different time and space, so that this learning-situated context requires the engagement of students’ own learning ability and self-control. Especially in online PE classrooms, skill display and error correction cannot be carried out on-site, and the sense of teaching presence is weakened. Additionally, the temptation of the Internet has become a major factor that distracts students’ attention. Therefore, students should give their subjective initiative into the learning process, and adjust their learning activity as their motivation to carry out learning. Paris S G & Paris A H(2001), Zimmerman BJ & Schunk D H. (2011) proved that learners with strong autonomous learning ability are more able to regulate and monitor their learning process in the learning environment [41-42]. According to this study, students with strong sports activity and ability can more effectively overcome tempting interfaces, participate in PE classroom interactions, and obtain good learning performance in online learning. In addition, Pintrich (1999), Bandura (2012), and Vancouver (2018) confirmed in their studies that students’ sports ability can have a certain regulatory effect on their cognitive and behavioral development during the learning process, and this ability, as a key component for generating learning strategies, can provide emotions and beliefs for students to engage in learning activities [43, 44, 45]. It can be indicated that, on the one hand, students’ sports activity and ability can act as a prerequisite to provide motivation for their own engagement in the classroom context. On the other hand, it can create a connection between students and course performances, and then adjust their learning activities.
Students with autonomous learning and sports abilities have better learning strategies, which can effectively enhance their learning performance to a certain extent. When teachers build a loving, respectful and warm learning environment, students can give full play to their own autonomous learning abilities and subjective initiatives. Moreover, through collaborating with teachers’ instruction and guidance, students can gradually develop and participate in self-regulated learning, so as to promote the improvement of teaching effectiveness.
5.3 Interactions plays a crucial role in learning performance
The online live learning form puts forward a higher demand for communication and exchange between teachers and students. As for the strength of mutual response in online classroom, teachers should consciously create a good problem situation and an interactive classroom atmosphere, and assist students to participate in class actively and absorb, digest and construct knowledge quickly (Cui et al., 2022) [46]. In addition, students need to actively participate in the classroom, pay a higher emotional value, and overcome the temptation of the Internet. The interaction between teachers and students can exert a positive impact on teaching quality and satisfaction, so that the interaction is called a dialogue response, namely the degree of interaction and communication, and mutual response between teachers and learners. Interaction can deepen students’ understanding of knowledge and improve teaching quality. Anderson T (2003) proposed that online interaction includes Learner-Content (LC), Learner-Teacher (LT), and Learner-Learner (LL) pluralistic interactions [47]. First of all, the occurrence of classroom interaction depends on teachers’ implementation of instructional design and methods, which is regarded as the prerequisite for learners to engage in interactions. In view of classroom interaction in PE teaching, teachers need to arrange interactive links in a proper way, stimulate students’ interest in learning, and guide the interaction between students. For example, students can be divided into skill demonstration groups, in which students with strong sports activity and ability lead other students to participate in the class and exert their subjective status. Secondly, the occurrence of classroom interaction depends on students’ own knowledge and skill reserves. In this study, it has been confirmed that students with stronger sports activity and ability are more actively involved in classroom interaction. Students’ learning activity and ability can be shaped, so that with sufficient support, students can improve their self-regulated learning (Theobald M., 2021; Jansen R. S. et al., 2019) [48, 49]. Most of the students with strong activity and ability are more passionate about sports, and more willing to learn knowledge and acquire skills from the PE classroom. Therefore, for the generation of interactions, it is necessary for teachers to pay attention to this group of strong students, and guide the other group of weak students into the classroom through them, so that more students can profit from online PE classroom.
PE classroom interactions can play a crucial role in learning performance, which results from the collaboration between students and teachers (Kuo Y. C. et al., 2014; Hone K. S. et al., 2016) [50-51]. Interactions are beneficial for students to generate a positive learning experience, so that they can build knowledge frameworks, absorb the strengths of others, and enhance their own abilities during the interactions. Teachers should construct a platform for interconnection and value sharing, through which students are first associated with the course to obtain first-hand information from it. Secondly, students are associated with teachers. During the learning process, learners raise questions to teachers and respond to the questions raised by teachers in class. In this way, teachers are required to be very enthusiastic and patient throughout the entire process. The study of Li and Zhong (2020) proved that the more teachers’ input into interactions is, the better the corresponding learners’ learning performance will be [52]. Finally, learners are associated with each other. Through the learner-learner interaction, learners can alleviate their negative emotions and increase teaching engagement (Wang, 2021) [53]. The connection between students is closer than that between teachers and students. As a result, students are able to interact with other peers in a more relaxed and pleasant emotion. Therefore, teachers should pay more attention to the learner-learner interaction in their instructional design, and build an interactive bridge between learners.
The learning interactions between learning communities refer to the core process of online learning, and the generation of interactions can inevitably affect learning performance. The generation of good interaction relationship is conducive to the advancement of classroom instruction. As a mediating effect, interactions can bridge the gap between teacher-student relationship and learning performance, and exert an important impact on learning performance through the joint efforts of teachers and students.