Journal Name:
- The Turkish Online Journal of Distance Education
Author Name | University of Author |
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Abstract (2. Language):
Literature on distance education and teacher education seems to show that what we do not know
about Distance Teacher Trainees1 ( DTT ) and their learning process involved exceeds what we
know about it. As more DTT enroll in distance education programmes globally, distance
education providers and institutions will witness trainees coming with different backgrounds and
experiences begin to take advantage of this learning opportunities. One important variable in the
effectiveness of distance learning is the preference of the distance learner for a particular learning
mode. A key to maintaining distance learners participation in learning lies in understanding the
Learning Styles Preferences ( LSP ) and the processes involved. This is also true for teacher
training. There is much greater variation in the range of LSP and how to address them when
preparing distance training materials and courses. The primary purpose of this paper is to
propose ways in which individual learning differences should be accommodated when designing
instructional learning materials in print for DTTs. Kolb’s ( 1984 )model on learning cycle and
styles are discussed to provide instructional design guidelines which accommodate each stage of
the learning cycles and individual differences between DTT in processing and presenting
information and knowledge. In addition, issues on teacher education, distance learning, individual
differences, and ways in which the ‘differences’ can be accommodated when designing learning
materials for DTT are also discussed. This paper resonates the idea and belief that if attempts are
made to match learning styles of DTTs and andragogy with content to be learned, distance
teacher educators ( DTEs )and instructors can develop better instructional materials with greater
prospects of success. Getting to know and understand the teacher trainees and their learning
process involved must first be addressed to facilitate the diverse needs of the Malaysian teacher
trainees.
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