Education is under a radical transformation in the current innovation-driven knowledge age. The instructor-student collaborative partnership has the potential to transform education from traditional instructor-directed, transmissive teaching to active, participatory student-centered learning. However, relevant inquiry indicates the conceptual, analytical, and practical gaps on the instructor-student collaborative partnership. This study aims to conceptualize, analyze, and foster the instructor-student collaborative partnership in higher education contexts. To achieve this purpose, we empirically investigate the instructor-student collaborative partnership in an online course where the instructor uses a learning-community approach to foster learning. Using mixed methods, we examine the instructor-student collaborative partnership from the participation frequency, engagement move, and participant perception perspectives. Results show that the instructor and students not only actively participate in learning, instruction, and social environment building processes, but also maintain mutual interactions, communications, and actions to construct knowledge, to design and facilitate discussions, and to build a social learning environment. In addition, most participants perceive a sense of an online learning community in this online course. Based on the results, we provide theoretical, analytical, and pedagogical implications to advance the theory, analysis, and practice of the instructor-student collaborative partnership.

中文翻译：

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在在线学习社区课程中检查师生合作伙伴关系

在当前创新驱动的知识时代，教育正在发生根本性的转变。师生合作伙伴关系有可能将教育从传统的以导师为指导的传授式教学转变为以学生为中心的主动式，参与式学习。但是，相关的询问指出了师生合作伙伴关系在概念，分析和实践上的差距。这项研究旨在概念化，分析并促进高等教育背景下的师生合作伙伴关系。为实现此目的，我们在在线课程中以经验方式调查教师与学生之间的合作伙伴关系，其中教师使用学习社区方法来促进学习。使用混合方法，我们从以下方面检查了师生合作伙伴关系：参与频率，参与移动和参与者感知角度。结果表明，教师和学生不仅积极参与学习，指导和社交环境的构建过程，而且保持相互的互动，沟通和行动以构建知识，设计和促进讨论并建立社交学习环境。此外，大多数参与者在此在线课程中都感受到了在线学习社区的感觉。基于结果，我们提供了理论，分析和教学上的启示，以推进教师与学生合作伙伴关系的理论，分析和实践。