A model of factors influencing in-service teachers’ social network prestige in online peer assessment

The rise of teacher training in online interactive learning environments has contributed to teachers’ professional development and brought new vitality the informatisation education. Many researchers have reported that there is a participation gap environments. Research on factors influencing this very important. Social network prestige, which measures degree learners gain peer attention directed social networks, one important metrics characterise gap. In study, we offered an course, 1438 in-service teachers from primary secondary schools attended. Among them, selected 457 who participated three assessment activities as final participants. To analyse learners’ prestige assessment, first conducted partial least squares structural equation modelling analysis construct model prestige. Then, adopted several semi-structured interviews investigate learners' perspectives provide in-depth purpose study was insight into interactions make effective suggestions how improve performance assessment. Implications for practice or policy: Course designers could design introduction motivate enhance their acceptance activities. reduce by assigning work low-prestige high-prestige non-mandatory way later course.