Introduction In the context of educational digital transformation, teachers play a pivotal role in shaping students’ online learning experiences, particularly at the secondary level. This study explores the associations between teacher and student behaviors on an online learning platform to identify evidence-based pathways for integrating digital tools into effective teaching practice. Methods The study investigated the online learning behaviors of 2,345 secondary school students and 74 mathematics teachers from eight experimental schools representing diverse academic performance levels. Using both variable-centered and person-centered analytical approaches, the research analyzed behavioral indicators including online duration, resource clicks, and complete views. Results Findings indicate that associations between teacher and student behaviors depend on the specific indicator and analytical perspective. A robust overall correlation was identified for resource clicking, particularly in teacher profiles with high interaction levels. For online duration, stable alignment emerged only among teachers with moderate duration and high engagement. Conversely, while viewing behaviors correlated at the aggregate level, no significant within-group associations were found across any teacher profile. Discussion The divergence in findings suggests that aggregate-level trends for deep engagement may reflect structural differences in instructional requirements rather than linear behavioral imitation. Practically, teacher training should emphasize high-quality, strategic interactions, while student efforts should foster active exploration. At the system level, building a collaborative instructional support ecosystem involving schools and platform developers is essential to empower teachers as effective facilitators in digital environments.
Wang et al. (Tue,) studied this question.