Review of Online Teacher-Student Interaction

This paper presents a multifaceted review of online teacher-student interaction, from the perspectives of historical, empirical, and theoretical aspects. Historically, it traces the evolution of discourse analysis, with a specific focus on teachers' discourse analysis in the realm of online teaching. By examining past studies, it uncovers recent challenges such as issues in communication flow and students’ engagement in teaching activities. It also identifies literature gaps, like the lack of long-term impact studies. Empirically, it goes through all the key variables like student participation, course type, students’ interaction competence, teacher feedback styles, and so on. The dimensions of the research, such as the influence of different platforms, are also explored. A detailed table showcases the matrix and meta-analysis of relevant literature, enabling a systematic overview of the empirical findings. Flanders Interaction Analysis Categories System (FIACS), as one of the key theories used in the analysis of interaction mode, has been reviewed from the historical approach, which will lay the theoretical foundation for studies of online teacher-student interaction.