Satisfaction of officers and soldiers with different sensory learning styles on online courses in military continuing education
10.3760/cma.j.cn116021-20231227-01918
- VernacularTitle:不同感官学习风格的官兵对军事职业教育在线课程的满意度分析
- Author:
Juan LU
1
;
Xueping QIU
;
Lin ZHOU
Author Information
1. 海军军医大学职业教育中心，上海 200433
- Publication Type:Journal Article
- Keywords:
Sensory learning style;
Satisfaction;
Military continuing education;
Online course
- From:
Chinese Journal of Medical Education Research
2025;24(1):62-69
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To investigate the influence of different sensory learning style preferences of officers and soldiers on satisfaction with military continuing education online courses, understand their diversified and personalized learning needs, and provide a reference for online course construction.Methods:VARK (Visual, Aural, Read/Write, Kinesthetic) questionnaire and a self-designed satisfaction questionnaire were distributed to naval officers and soldiers who participated in online courses of military continuing education. Of the 10 000 questionnaires distributed, 8 124 (81.24%) valid responses were collected. SPSS 22.0 was used for statistical analysis. The satisfaction was expressed by ( x± s). The satisfaction of participants with different sensory learning style types, tendency multiplicity, intensity, and distribution was compared using analysis of variance. Pairwise comparisons for significant differences were conducted using the Student-Newman-Keuls test at a significance level of 0.05. Results:①Significant differences were observed in the satisfaction of officers and soldiers with different types of sensory learning styles on the 14 aspects of military continuing education online courses ( F=3.41, 3.33, 1.82, 2.22, 1.84, 2.67, 2.37, 2.27, 2.68, 2.20, 2.61, 3.37, 2.86, and 2.38; all P<0.05), and the satisfaction with each aspect was in the same column. ②Significant differences were observed in the satisfaction of officers and soldiers with different tendency multiplicity in the 14 aspects of military continuing education online courses ( F=12.21, 11.92, 6.15, 6.14, 5.85, 8.29, 7.47, 8.62, 9.10, 6.51, 8.81, 12.18, 9.27, and 9.00; all P<0.05), and the officers and soldiers with quadruple styles showed relatively high satisfaction. ③Significant differences were observed in the satisfaction of officers and soldiers with different intensities of sensory learning styles in the 12 aspects of military continuing education online courses ( F=4.18, 5.27, 3.06, 2.76, 3.54, 4.23, 4.68, 2.95, 4.85, 7.66, 5.75, and 2.69; all P<0.05), except for the 2 aspects of job promotion courses as well as the richness, scientificity, novelty, and refinement of course content ( F=1.68 and 1.79; P=0.169 and 0.147). ④Significant differences were observed in the satisfaction of officers and soldiers with different distribution of sensory learning styles in the 12 aspects of military continuing education online courses ( F=4.33, 5.16, 4.57, 2.84, 3.51, 3.70, 4.24, 2.71, 4.29, 6.07, 5.19, and 2.47; all P<0.05), except for the 2 aspects of job promotion courses as well as the richness, scientificity, novelty, and refinement of course content ( F=1.61 and 2.35, P=0.168 and 0.052). Conclusions:The satisfaction with military continuing education online courses was influenced by the sensory preferences of learners, and the satisfaction of officers and soldiers with multiple styles was relatively high. The overall satisfaction of officers and soldiers was generally high, but special attention should be paid to groups with low satisfaction. The advantage of personalized teaching in online education should be utilized and multiple measures should be taken to improve the quality of online education.
