在职教师特征对其网络学习成效的差异性影响初探  

The impact of learners' demographic factors on online learning outcomes

作　　者：刘丽娜[1] 平凡[1] 杨顺起[1] 

机构地区：[1]天津广播电视大学

出　　处：《中国远程教育》2015年第12期32-37,60,共7页Chinese Journal of Distance Education

基　　金：天津广播电视大学2014年青年课题"远程教育微课程设计模式研究与实践"(编号14XQ1038)

摘　　要：远程学习者在年龄分布、学历层次和地域因素等方面存在着非常显著的差异,能够有效测定这些特征对其网络学习的影响,对于制定差异化教学目标和实施差异化教学策略是非常重要的。以天津市农村幼儿园教师网络培训为案例,探索教师的人口学特征对其网络学习成效的差异性影响,挖掘深层次原因并提出对策,能够为网络培训的顺利实施提供参考。Distance learners tend to vary considerably in terms of age, previous education background and place of residence. Inquiry into the impact of these demographic factors on online learning can help set differential learning outcomes and implement differential teaching strategies. This article reports on an online professional training program for rural kindergarten teachers in Tianjin, China, exploring the relationship between demographic factors and online learning effectiveness. Implications are also discussed in an attempt to further improve online professional training.

关 键 词：在职教师 学习者特征 网络学习 学习成效 差异化教学 教师培训 网络培训 

分 类 号：G451.2[文化科学—教育学]