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首页> 外文期刊>International journal on E-learning >E-Learning Instructional Design and the Mismatch Between E-Learners and E-Educators' Learning Styles
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E-Learning Instructional Design and the Mismatch Between E-Learners and E-Educators' Learning Styles

机译：电子学习教学设计以及电子学习者与电子教育者学习风格的不匹配

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The present study attempted to identify the preferred learning styles of non-Arabic speaking EFL faculties hired to teach at the Saudi universities and those of Saudi EFL university students towards learning English and to use learning styles data to inform e-learning design for Saudi EFL university students. The study used a mixed-methods design that integrates qualitative and quantitative data. Twenty-seven non-Arabic speaking EFL faculties (Eleven Indians, thirteen Pakistanis and three Bengalis) and seventy-four EFL students randomly selected from different levels of study at the Northern Borders University (NBU) volunteered to participate in this study. Reid's (1984) Perceptual Learning Style Preference Questionnaire (PLSPQ) and semi-structured group interviews of students were used to answer the study questions. Results revealed: 1) Both Saudi EFL students and their non-Arabic speaking EFL faculties have multiple learning style preferences. 2) Drastic mismatch do exist between non-Arabic speaking EFL faculties and their Saudi EFL university students in most of their learning style preferences. Based on the study results, recommendations for e-learning course design for those students were made.
机译：本研究试图确定受聘在沙特大学任教的非阿拉伯语EFL教师和沙特EFL大学生的首选学习风格，以学习英语，并使用学习风格数据为沙特EFL大学的电子学习设计提供信息学生们。该研究使用了混合方法设计，该方法整合了定性和定量数据。来自北边界大学（NBU）的27名非阿拉伯语EFL教师（11名印度人，13名巴基斯坦人和3名孟加拉人）和74名EFL学生自愿从不同的学习水平中自愿参加了这项研究。里德（1984）的感知学习风格偏好调查表（PLSPQ）和学生的半结构化小组访谈被用来回答研究问题。结果显示：1）沙特阿拉伯EFL学生和非阿拉伯语EFL教师都具有多种学习风格偏好。 2）在大多数学习风格偏好中，非阿拉伯语的EFL教师和沙特的EFL大学生之间确实存在严重的不匹配。根据研究结果，为这些学生的电子学习课程设计提出了建议。

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