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However, the spatiotemporal separation inherent in online learning often gives rise to emotional challenges, including loneliness, fatigue, and reduced engagement, which can compromise learning outcomes. While prior studies recognize the value of emotion analysis and feedback, they typically rely on static or snapshot measures, limiting insights into the temporal evolution of learners' affective states and constraining timely interventions.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objectives<\/jats:title>\n                    <jats:p>This study aims to develop a time\u2010series sentiment analysis model that enables real\u2010time, automated monitoring and feedback of teachers' emotional states in online learning environments, thereby enhancing engagement, self\u2010regulation, and overall learning effectiveness.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A BERT\u2010based deep learning model was employed to classify textual sentiment, and an orthogonal polynomial regression approach captured temporal dynamics of affective states. The integrated model was embedded within an online Project\u2010Based Learning platform under a blended education framework. A sequential within\u2010subject quasi\u2010experimental design was adopted, combining questionnaire surveys and semi\u2010structured interviews, with Friedman tests and Wilcoxon signed\u2010rank post hoc comparisons used to assess the impact of time\u2010series emotional feedback on learners' online learning outcomes.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results and Conclusions<\/jats:title>\n                    <jats:p>The proposed model significantly improves online teacher training by sustaining engagement, reducing attrition risk, and supporting adaptive cognitive\u2010emotional regulation. Real\u2010time visualization and automated feedback facilitate timely interventions, enabling teachers to adjust strategies and maintain reflective learning practices. These findings demonstrate the potential of time\u2010series sentiment analysis to inform data\u2010driven, emotion\u2010aware design of online professional development, advancing both methodological innovation and practical applications in teacher training.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1002\/jcal.70313","type":"journal-article","created":{"date-parts":[[2026,9,1]],"date-time":"2026-09-01T03:27:27Z","timestamp":1788233247000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Construction and Application of a Time\u2010Series Sentiment Analysis Model for Online Learning: A Case of Online Teacher Training"],"prefix":"10.1002","volume":"42","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-1941-724X","authenticated-orcid":false,"given":"Ning","family":"Ma","sequence":"first","affiliation":[{"name":"School of Educational Technology, Faculty of Education Beijing Normal University  Beijing China"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1416-1599","authenticated-orcid":false,"given":"Benchao","family":"Fan","sequence":"additional","affiliation":[{"name":"School of Educational Technology, Faculty of Education Beijing Normal University  Beijing China"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Chunping","family":"Liu","sequence":"additional","affiliation":[{"name":"Shijia Hutong Primary School  Beijing China"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,8,31]]},"reference":[{"key":"e_1_2_14_2_1","doi-asserted-by":"publisher","DOI":"10.19173\/irrodl.v24i1.6453"},{"key":"e_1_2_14_3_1","doi-asserted-by":"publisher","DOI":"10.1007\/s40593\u2010025\u201000521\u20108"},{"key":"e_1_2_14_4_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.eswa.2024.124852"},{"key":"e_1_2_14_5_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.compedu.2025.105363"},{"key":"e_1_2_14_6_1","doi-asserted-by":"publisher","DOI":"10.1002\/pits.23204"},{"key":"e_1_2_14_7_1","doi-asserted-by":"publisher","DOI":"10.3390\/educsci13090914"},{"key":"e_1_2_14_8_1","doi-asserted-by":"publisher","DOI":"10.1207\/s15326985ep4004_2"},{"key":"e_1_2_14_9_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.future.2020.08.005"},{"key":"e_1_2_14_10_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11409\u2010015\u20109134\u20106"},{"key":"e_1_2_14_11_1","doi-asserted-by":"publisher","DOI":"10.1145\/2330601.2330629"},{"key":"e_1_2_14_12_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.caeai.2021.100027"},{"key":"e_1_2_14_13_1","doi-asserted-by":"publisher","DOI":"10.1007\/978-3-031-64487-0_9"},{"key":"e_1_2_14_14_1","volume-title":"Autobiography and Teacher Development in China. 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