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The Research Of Learning Support Services Requirements Based On Teachers’ Online Learning Styles

Posted on:2016-02-25Degree:MasterType:Thesis
Country:ChinaCandidate:H T HongFull Text:PDF
GTID:2297330470973537Subject:Education Technology
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With the rapid development of information technology, teachers’training is carried out under the internet is popular in teachers’continuing education. Foreign teachers’training starts early, and has formed the bulk of theoretical studies and practical effect. Internal study is still in the exploratory stage, the quality of teacher training is poor. How to enhance teacher training andstimulate the enthusiasm of teachers, which are the problems Teacher online training given to us. Studies have shown that to enhance the quality of learning support services play a crucial role in upgrading teachers’efficiency of e-learning and e-learning quality. Current research methods for learning support services are mainly based on empirical studies, study angles are also different, but their purposes are exploring how to provide learners with quality of learning support services, including help them achieve better learning outcomes.Based on this goal,it’s necessary to take different learner differences into account in learning support services.So,this research focuses on teachers’learning styles influence on learning support service needs.This study made the following four attempts. Firstly, study the relevant literature, including the ministry of education-related articles,learning style theories,and the theories of learning support services And then determine the research content. Secondly, Design the questionnaires. Technically verify the feasibility of research tools by item analysis. reliability, validity analysis. Thirdly, issuing formal questionnaire, collecting valid data and verify the reliability. Verify the correlation between learning styles and learning support services by correlation analysis. Validate the explanatory power of learning styles of learning support services by regression analysis. Then analysis the learning support services based on teachers’learning styles. Fourthly, propose out the learning support services policies based on experience dimension and physiological dimension and psychological dimensions.This study has got the following conclusions.Firstly,teachers’learning style and the learning support services demands are relevant. Secondly, there is some explanatory power on the teachers’learning styles to the learning support services needs.Physical dimensions explains the learning resources support services needs. Experience dimension explains the activities resources support services needs.Psychological dimensions explains the learning guidance support services.Thirdly,different learning styles of the learners demonstrate conformance in the learning support service needs.But there are also some differences.Fourthly,learning support strategies should take the teachers learning styles group features into account,and also focus on individualized learning needs.Specific strategies can be based on the learning style of psychological dimension, physical dimensions and experience dimensions.Innovation of this research is taking the learning style into the study of learning support service needs.Verify their relationship and the corresponding explanatory power,and analysis the learning support services needs based on learning styles,and build learning support services policies.But studies haven’t measured the learner’s learning style accurately.The conclusion is based on the group style, so individual pertinence is not enough.Although this study integrates the learning style theories into the study of learning support service demands,it doesn’t measure the specific learning styles of the learners.The conclusion is based on the group style, so individual pertinence is not enough. It should be modified in follow-up studies.
Keywords/Search Tags:Teacher training, Learning style, Learning support services, Learning support services needs
PDF Full Text Request
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