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A Study of the Relationship between Students' Learning Styles and Instructional Inputs in a Teacher Education Programme of IGNOU

A Study of the Relationship between Students' Learning Styles and Instructional Inputs in a... AAOU JOURNAL A Study of the Relationship between Students’ Learning Styles and Instructional Inputs in a Teacher Education Programme of IGNOU Pravat Kumar Sahoo and Subhash Chandra University of Allahabad, Uttar Pradesh, India Introduction In the Open University system of India, teacher education programmes for in-service teachers from the primary to university stages are offered through an open distance learning mode. These programmes are growing in importance as they meet the professional needs and technological requirements for a teaching-learning system. Unlike conventional institutions, which are selective and thus create class barriers, open institutions take education to the doorsteps of in-service teachers who can study at any time in their lives. In the conventional system, teacher education involves formal institution-based programmes which give little emphasis to real school-based practice, while in an open system in-service teachers’ work can be combined with professional development activities. In this respect, open and distance learning (ODL) contributes significantly to the emergence of a work-oriented learning system and is more effectively than the conventional system of teacher education. The curricular inputs in ODL teacher education programmes incorporate various kinds of learning elements, such as the study of distance learning materials; the use of training manuals http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Asian Association of Open Universities Journal Emerald Publishing

A Study of the Relationship between Students' Learning Styles and Instructional Inputs in a Teacher Education Programme of IGNOU

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
1858-3431
DOI
10.1108/AAOUJ-09-01-2014-B003
Publisher site
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Abstract

AAOU JOURNAL A Study of the Relationship between Students’ Learning Styles and Instructional Inputs in a Teacher Education Programme of IGNOU Pravat Kumar Sahoo and Subhash Chandra University of Allahabad, Uttar Pradesh, India Introduction In the Open University system of India, teacher education programmes for in-service teachers from the primary to university stages are offered through an open distance learning mode. These programmes are growing in importance as they meet the professional needs and technological requirements for a teaching-learning system. Unlike conventional institutions, which are selective and thus create class barriers, open institutions take education to the doorsteps of in-service teachers who can study at any time in their lives. In the conventional system, teacher education involves formal institution-based programmes which give little emphasis to real school-based practice, while in an open system in-service teachers’ work can be combined with professional development activities. In this respect, open and distance learning (ODL) contributes significantly to the emergence of a work-oriented learning system and is more effectively than the conventional system of teacher education. The curricular inputs in ODL teacher education programmes incorporate various kinds of learning elements, such as the study of distance learning materials; the use of training manuals

Journal

Asian Association of Open Universities Journal – Emerald Publishing

Published: Sep 1, 2014

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