Proactive personality, interaction, and teaching strategy alignment: A conceptual-level analysis of interaction in distance learning

Based on the instructional interaction principles outlined by Chen and Wang (2016) in third-generation distance learning, this study employs a recursive logical perspective on the evolution of the theory of interaction in distance education. It constructs a structural equation model to measure the mediating utility path of the learner’s proactive personality and the interactive outcomes of online learning to test the hierarchical relationships in the instructional interaction concepts of third-generation distance learning. The study proposes a mechanism for cultivating and transforming proactive personality, aiming to explore the potential pathways for online differentiated instruction management based on learner personality traits. The research conclusions reevaluate the conceptual hierarchy under the third-generation distance learning interaction theory and confirm the positive and significant impact of proactive personality on learners’ online learning interaction. According to the data analysis, recommendations are made for the implementation of personalized teaching strategies based on the strength of the proactive personality: (1)Teaching strategies for individuals with strong proactive personalities should adhere to principles of open environments, challenging tasks, shaping central roles, and immediate high-frequency interactions; (2) Teaching strategies for individuals with weak proactive personalities should adhere to principles of creating an active atmosphere while downplaying identity, stimulating introspection and providing timely feedback, and offering simple and low-pressure tasks; (3) By mixing individuals with a wide range of proactive personality traits and implementing intra-group settings and teacher-driven approaches, the learning drive of individuals with strong proactive personalities can be leveraged to benefit those with weak proactive personalities. This study contribute to explain the explicit process of learners’ cognitive networks and presents the direction of knowledge transmission and its periodic forms, which enriches the theoretical basis for the evaluation of instructional interaction in online courses and provides practical references for personalized teaching interaction strategies.