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With the development of the online education market, some problems have gradually emerged: lack of development and use of emerging technology tools, insufficient construction of platform interaction, high turnover rate and low willingness to continuance learning. In response to these problems, the existing research mainly focuses on the technology use, teaching interaction and learning effects, but does not deeply explore the possibilities for action of the platform's emerging technology tools and the learner's teaching interaction process on the platform. This paper introduces the technology affordance perspective and conducts in-depth research on the actualization process of technology affordance on online education platform through SPS method. The conclusions of this paper are as follows: The technical affordances of the online education platform include teaching presence, learning presence and social presence. These affordances are actualized through three kinds of instructional interactions (student-teacher (ST) interaction, student-student (SS) interaction and student-content (SC) interaction), which ultimately forms the learner's cognitive construction and willingness to continuance learning. This paper expands the theory of technology affordance, forms the interpretation theory of technology affordance and instructional interaction, proposes the technical affordance model of online education platform, and provides suggestion for developers and learners of online education platform. 在线教育平台技术可供性研究—以沪江众学为例

Research on the Technology Affordance of Online Education Platform—A Case of Hu-jiang Zhong-xue