Objective

2

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

2

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 particip

ants 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

2

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

2

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.