Improving Distance Courses: Understanding Teacher Trainees and their Learning Styles for the design of Teacher Training Courses and Materials at a Distance

dc.creator	Hisham DZAKIRIA
dc.creator	Asmahan Abdul RAZAK
dc.creator	Abdul Halim MOHAMMED
dc.date	2004-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:20:55Z
dc.date.available	2015-07-20T22:20:55Z
dc.identifier	1302-6488
dc.identifier	https://doaj.org/article/bb0a338e4a22404baadb2d032b7ba44e
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/20239
dc.description	Literature on distance education and teacher education seems to show that what we do not know about Distance Teacher Trainees (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.
dc.language	English
dc.publisher	Anadolu University, Eskisehir, Turkey
dc.relation	http://tojde.anadolu.edu.tr/tojde13/pdf/dzakiria_pdf.pdf
dc.relation	https://doaj.org/toc/1302-6488
dc.source	The Turkish Online Journal of Distance Education, Vol 5, Iss 1, Pp 75-92 (2004)
dc.subject	Distance Teacher Trainees (DTT) Learning styles of DTTs
dc.subject	Malaysia
dc.subject	Learning Styles Preferences.
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Improving Distance Courses: Understanding Teacher Trainees and their Learning Styles for the design of Teacher Training Courses and Materials at a Distance
dc.type	article