Researches In Learning Interventions On In-Service Teachers' Distance Training

Distance training has been accepting widely in teachers'professional development (TPD) programs. The learning process of the trainees, however, cannot be under control easily by the trainers as to the characteristics of distance learning environments. Thus, traditional training models and methods are suffered from the bottleneck and the learning performances of participants cannot satisfy the requirements.The study is seeking to explain impacts and involvements on the learning process of trainees applied by distance education institutions from the perspective of learning intervention, following the innovative demand in the domain of teachers'distance training, so the classifications of learning interventions are constructed and the practical models are established. The educational design research (EDR) methodology is used to explore appropriate learning intervention strategies to promote training performance and the study also serves for teachers'distance training programs by providing theoretical frameworks and practical guidance. The dissertation has five parts as following.Part One in which theories on teachers'professional development and supportive effects imposed by Information and Communications Technology on TPD are summarized, and the predominant theories on teachers'distance training are reviewed.Part Two analyses the problems emerging from teachers'distance training before introducing the concept of learning intervention to the field of distance training and instruction to solve the problems on performance by metaphor transferring, and defines learning intervention.Part Three in which two sociological orientations are distinguished on the distance learning interventions researches, one-dimensional and two-dimensional classifications are presented before constructing Response to Intervention Model on Distance Training (RTIMDT) from macro-perspective and Intervention Decision-making Model on Distance Training (IDMMDT) from micro-perspective, and the integrative application of them is emphasized.Part Four concerned with practical studies constructs holistic research framework by EDR methodology, and designs learning interventions and implements three rounds iterative experiments for promoting the learning motivation, cognitive level toward learning materials of the trainees in the program and endowment structure of distance learning community sequentially. The effects of the interventions are verified and the previous theories and models are revised and refined throughout the design, implementation and evaluation process on the learning interventions.The dissertation ends in Part Five with conclusions, contributions, insufficiencies and some comments on future researches.