Chinese Journal of Medical Education

Chinese Journal of Medical Education ›› 2025, Vol. 45 ›› Issue (2): 130-134.DOI: 10.3760/cma.j.cn115259-20230925-00295

• Educational Technologies • Previous Articles     Next Articles

The study of the characteristics and classification of online teaching behaviors of teachers in higher education institutions of traditional Chinese medicine

Zhang Jie1, Che Yiwen2, Tan Xi3, Yuan Na4, Jiao Nan4   

  1. 1Department of Ideological and Political work, Publicity Department, Beijing University of Chinese Medicine, Beijing 100029, China;
    2Undergraduate Affairs Office, Department of Education, Dongzhimen Hospital, Beijing University of Chinese Medicine, Beijing 100700, China;
    3Shenzhen Hospital, Beijing University of Chinese Medicine, Shenzhen 518100, China;
    4Beijing University of Chinese Medicine, National Center for Chinese Medicine Education Development, Beijing 100029, China
  • Received:2023-09-25 Published:2025-01-25
  • Contact: Jiao Nan, Email: flynny@163.com
  • Supported by:
    The 2021 Annual Education and Research Projects of the National Traditional Chinese Medicine Higher Education ″14th Five-Year Plan″(YB-20-02)

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Abstract: Objective To explore the characteristics of online teaching behaviors among teachers at Traditional Chinese Medicine colleges and conduct a classification study, to inform the continual improvement of online teaching. Methods From February to April 2021, a survey was distributed online to 5 621 teachers involved in online teaching tasks from 24 independent higher education institutions specializing in traditional Chinese medicine across the country. A total of 5 225 responses were collected, resulting in a response rate of 93.0%. Descriptive statistical methods were used to obtain average scores for four behavioral characteristics. Correlation analysis was applied to explore the relationships between teaching behavior characteristics, and a two-step cluster analysis was employed to classify the teachers, comparing the online teaching behavior characteristics across different categories. Results The average scores for teacher online teaching behavior characteristics were: Academic Guidance (4.32±0.59), Course Design (4.32±0.66), Teaching Interaction (3.93±0.66), and Self-Evaluation (3.88±0.66). There was a positive correlation between the characteristics of online teaching behaviors. Based on these behaviors, teachers were classified as high-energy, long-term thinkers (2 153 individuals), expectation of returnees (2 278 individuals), and blindly compliant (794 individuals). Conclusions In online teaching behaviors, the characteristics of course design and academic guidance are more prominent; academic guidance shows a relatively close relationship with course design and teaching interaction. High-energy, long-term thinkers demonstrate scientific course design, active teaching interaction, rich academic support, and rational self-evaluation; expectation of returnees exhibit generalized course design, formalized teaching interaction, task-based academic support, and neutral self-evaluation; while blindly compliant teachers show simplistic course design, passive teaching interaction, singular academic support, and low self-evaluation scores.

Key words: Traditional Chinese Medicine, Online teaching, Behavioral research, Cluster analysis

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