The results of the inventory showed that among the seven offered learning styles, some are more suitable for me, while the others are less suitable. For instance, with the maximum possible score of 20, my results were: 13 for visual, 15 for social, 12 for physical, 8 for aural, 10 for verbal, 16 for solitary, and 12 for logical learning style. The given scores indicate what learning styles are more or less effective for me personally. They allow focusing on the styles with high scores and involve them more in my studying process. At the same time, the results show what learning styles are unsuitable for my perception and are better to be avoided.
Due to the fact that the solitary and social learning styles are the most suitable for me, it is better to use them in the learning process. In addition, the visual learning also has a high score of 13. This means that in order to learn things more effectively, I need to make some changes based on the mentioned results. For instance, using images, pictures, photography, and other things that involve visual perception will help me to remember things better and faster. The visual learning style can be applied both in personal tasks or in group works: the both cases will be equally effective for me.
On the contrary, together with the effective learning styles, I had a chance to know about the learning styles that are unsuitable for me. To be more precise, the aural and verbal styles scored correspondingly 8 and 10 points. This means that in my case it is undesirable to involve sounds words in learning things. Using these techniques will take much longer for me to understand and remember information. Therefore, in my future learning practice I will try to avoid these learning styles in order to save my time and efforts.
At first, the results appeared to be rather controversial, as far as, according to the inventory, I seem to prefer opposite learning styles. For example, I have got 16 for solitary learning style, which means that I prefer to work on my own; however, another high score of 15 was given to social learning style, which involves working in groups and interacting with other individuals. These styles are mutually exclusive, which confused me. However, with the further analysis of learning styles application it occurred to me that these styles can be combined, or used each in some specific situation.
Concerning the other results of the inventory, I totally agree with them. Having analyzed my learning experiences, I realized that the styles that have the highest scores were used most often by me, and those that scored the least appeared to be the least helpful. For instance, the posters on the walls of the classroom with the spelling rules were easily memorized by me, as far as visual learning style is effective for me. In contrast, learning and singing songs in the class was a challenge for me, because aural learning style is less suitable for me.
The results of the inventory made it possible for me to improve my further studying process. In order to do this, I am going to involve visual materials more in my learning process. In addition, there is no need for me to choose between the solitary or social learning, as far as both styles are equally effective for me.
Within the recent decades, the principles of learning styles theories have been implemented in a number of academic disciplines, and nursing is among them. With the shift to the student-centered nursing education, the curriculum is adapted to the results of the learning styles inventories (LSI) for the purpose of creating the appropriate clinical and classroom settings and enhancing the effectiveness of the teaching-learning process.
Knowledge of various learning styles and ones own strengths and weaknesses is helpful for optimization of the learning process and becoming a confident professional nurse. The fact is that abilities as well as learning preferences vary, and any assignment cannot be equally effective for developing the practical skills of the students of the group. Flexibility of the curriculum and individual approach is required for meeting the learners demands.
On the one hand, choosing a method of instruction that is the most appropriate for the students preferred learning style, an educator maximizes the student learning. On the other hand, learners should develop their skills that are necessary for using the styles besides their preferred one.
Billings and Halstead (2009) noted that students who habitually use only their preferred learning style are disadvantaged when the situation demands that they use a different style (p. 32). In other words, the results of LSI can be beneficial not only for adapting the curriculum to the learners personal needs, but for improving their skills that are required for using various learning styles.
Researching the learning style provides significant insights as to the effectiveness of particular strategies and approaches for students, giving preference to certain styles. Various contextual characteristics, such as cultural heritage, learning experience and the students age category have impact on defining the learning style and need to be taken into consideration while developing the programs and curricula.
However, constant lack of time and peculiarities of ones own learning style might become hindrances preventing preceptors from implementing the results of the surveys in clinical and classroom settings. The first difficulty consists in realities of clinical practice depriving instructors of opportunities to devote much time to thinking their strategies over and choosing individual assignments for each learner.
Due to the necessity to act quickly, they often choose the approaches which they know best and which were effective previously. Another problem is that most instructors are inclined to use their own preferred leaning styles choosing approaches for training their students. Doing it almost unconsciously, instructors incorporate their own preferences into the learning programs.
Even coming to realization of benefits of implementing the result of LSIs, preceptors have to meet the challenges of finding time for implementing them into practice and overcoming the temptation to use their own preferred learning styles for meeting the objective of enhancing the effectiveness of the learning process.
Young and Paterson (2009) noted that the concept of learning style provides an opportunity for nurse educators to reflect on how open they have been to alternative styles in their teaching and in their own learning (p. 92). Considering the principles of leaning styles theories is beneficial for both increasing confidence of students and professional growth of preceptors.
Learning style research tools are helpful for creating the awareness of ones preferences, strengths and weaknesses and increasing the effectiveness of ones learning efforts. Critical analysis of the LSI results is required for appropriate practical application of this useful information.
The problem is that going to extreme, each strong point might have devastating effects on the development of other skills. Myrick and Yonge (2004) noted that it is important that you be aware of the effect that the unit has on the preceptees abilities to function and think (p. 79) For example, according to the LSI results, I have got the highest score in intrapersonal strength. This means that I would feel comfortable working on case studies and problem-based assignments.
It would be beneficial for diagnosing patients and developing the health care plans considering every detail of the case. However, the score of interpersonal and verbal strengths are much lower and might cause problems with establishing the personal rapport with the patients and collaborating with ones colleagues.
Being aimed at balancing various learning styles and enhancing my competence, I should put more emphasis on group projects, requiring cooperation with peer, improvement of communicative skills and effective communicative exchange. The high score of kinesthetic strength means that I writing the information with my fingers and touching the visual aids would be the most effective way for acquiring information.
At the same time, the score of the visual strength is much lower. Using the approaches aimed at taking advantages of my kinesthetic preferences, it is important to pay attention to development of visual memory. Logical and naturalist strengths are required for becoming a competent nurse and I managed to consider peculiarities of my learning style choosing the profession. The results of LSI provided me with food for thought and influenced my learning behavior and preferences.
Implementation of the learning style theories is beneficial for enhancing the effectiveness of the student-centered nursing education and improving skills required for becoming a competent preceptor and successful preceptee.
Reference List
Billings, D. & Halstead, J. (2009). Teaching in nursing: A Guide for faculty (3rd ed.). Philadelphia: PA. W. B. Sanders.
Myrick, F. & Yonge, O. (2004). Nursing precentorship: Connecting practice and education. Philadelphia, PA: Lippincott Williams & Wilkins.
Young, L. & Paterson, B. (2007). Teaching nursing: Developing a student-centered learning environment. Philadelphia, PA: Lippincott Williams & Wilkins.
There are many different methods that have been established to categorize students into different learning styles. Some techniques used may include two opposite learning styles while others involve up eight different approaches to learning (Sims, 1995). For instance institution or company would seek to select a method of evaluating learners learning styles of their employees based on the viability of providing evaluation tool and the types of work performed within (Smith, 2006).
In most cases, the tools used to assist find learning styles are referred to as self-report instrument (Kaplan, 2009). This requires the learner to complete a designed questionnaire indicating certain likes and dislikes, the findings are then analyzed and calculated to determine the employees preferred learning style (Kaplan, 2009). This research paper reviews literature related to different learning styles, such as: deductive and inductive; visual, auditory, and tactile/kinesthetic; Kolbs learning style inventory.
Deductive and inductive learning style
Deductive and inductive are classification schemes which divide learners into two categories focusing on how learners prefer to organize the information. In this category, learners approach the learning of new material from deductive or inductive point of view. Inductive learners prefer to move from specifics to the whole (Nielson, 2010. Deductive learners on the hand would first prefer to see the big picture and then learn about the details. The inductive learner (Smith, 2006)
A good example in inductive learning is the concept of Just In-Time in inventory control (Nielson, 2010). At the beginning, inductive learners would first focus on what causes excessive stocks, such as; untrained personnel, mislabeled parts, parts placed in wrong bins (Sims, 2010). Once the learner gets to know the inventory characteristic of JIT, the learner would then approach the quality elements and then learner would then establish his or her own idea of the JIT philosophy (Nielson, 2010). The inductive learner then learns the concept from the small pieces of concepts presented during instruction. Inductive leaner applies facts and observation to determine a principal (Sternberg, 1995).
Just like inductive learning, the inductive learner would first require to understand the JIT philosophy. Presentation of the details to deductive learners at the beginning can confuse the learners (Smith, 2006). They require knowing what the general JIT elements are available. Once a leaner understands the overall, they would then examine the various elements in terms of the concept (Kaplan, 2009). Therefore, when a deductive understands that JIT is about sustained improvement, the he or she will examine inventory as a part of sustaining continuous improvement strategy. The deductive learner performs from a principle to determine applications and the consequences (Sims, 2006).
Visual, Auditory, and Kinesthetic/Tactile
These learning styles examine how learners perceive new information. The three primary techniques of perceiving new information include ability to; see, hear and interact. Each of these techniques are used to categorize learners as visual, auditory, or tactile (Nielson, 2010). The visual learner prefers the forms of pictures, diagrams, illustrations, charts and others (Kaplan, 2009). Visual learners prefer to sit in front of the classroom to notice the body language and facial expressions of the teacher; as well as gain a vantage view of any visual material presented. They draw pictures of concepts (Nielson, (2010).
The auditory learner can learn best through lectures, class discussions, conversation with classmates, and even the use of audio tape. Auditory learners tend to speak a lot in class, discussing conversations about the class topic, and require classification of what they will teach (Sternberg, 2001). Learners under this category prefer verbal explanations on charts, diagrams, charts and others. Auditory learners benefit from online learning that has been accompanied by audio music. They also like to study with the radio on (Sarah, 2005).
Tactile/kinesthetic learning style
Tactile learners on the other hand, like to move around touching models when learning new concepts. For instant, these learners learn best when educational games are used to simulate the manufacturing environment (Kaplan, 2009). The learners find it hard to remain still for long period. They often get up and pace in the back of the classroom while listening while listening to the instruction (Sternberg, 2001). This action helps learners to concentrate. Many employees in manufacturing environments use tactile/kinesthetic learners (Sims, Sims, 2006). They need to be involved actively in learning. For instance, instructions on inventory reduction methods or explanations on the material requirements planning logic on the factory floor are an effective technique for teaching learners at all levels (Smith, 2006).
Kolbs learning style
In this learning style, an individual combines four theories to learning. Kolb posited that people combine the four different approaches into four different styles of learning. These learning styles include: one, converger of concepts and active experiments. Learners with this learning style are good variety of information, and placing them under concise and logic form: two, Accommodator which allows individuals to have the ability to learn from hands experience. Kolbs learning style is significant for effectiveness in careers that are action oriented such as, direct production positions (Kaplan, 2009).
Conclusion
In summary, classrooms requirements must allow all the different perception styles to be accommodated. The teacher must involve hands-on-exercises for tactile or kinesthetic learner, lectures for auditory learner, and charts and graphs for the visual leader (Kaplan, 2009). In addition, once the instructor understands that learners need to pace around during class, or speak a little learning while learning, he or she should not be angry thinking that they are inattentive or are not interested in the material presented (Kaplan, 2009).
Knowledge of learning styles is significant several levels of education. In addition, it can assist organizations in training that meets the needs of all the employees. Knowledge of learning styles assists trainers within the organization to understand how best to present information to learners. Three, instructors tend to present and design training in the same learning style in which they are comfortable learning. This performs better when all the students have similar learning style with the instructor (Kaplan, 2009).
Reference List
Kaplan, E. (2009). Study Aides. New York: Kaplan Publishing.
Sarah , R., Komives., & Dudley, W. (2005). Student Service. New York: New York.
Sims, R., & Serbrenia, S. (2009). The Importance of Learning Styles. New York: Rutledge.
Smith, E., & Evans, C. (2006). Learning Styles. New York: Emerald Publishers.
Sternberg, R, & Zhang. (2001). Perspectives of Thinking, Learning., & Cognitive styles. New York: Rutledge Publishers.
Nielson, L. (2010). Teaching at its Best. New York: Wiley and Sons.
Learning styles are an important part of the education system since they deal with the manner in which learners are able to acquire new knowledge and skills. It is these different learning styles that are examined in this paper. An introduction places the learning styles in their context and the way in which they are grouped.
The learning styles are then examined individually with concrete examples to elucidate their practice. In the conclusion, the importance of the use of learning styles together and individually is stressed for a wholesome learning experience in education.
Introduction
Learning styles are an important part of the education system since they greatly determine how education is impacted on learners. Learning styles are important to teachers and all those who are involved directly with instruction at whatever level of learning. According to Advanogy, (2007), there are three basic learning styles that have been recognized in education. These are visual, kinesthetic and auditory.
The minor ones are aural, logical, social and solitary (Advanogy, 2007). These styles are used by educators to determine the way in which courses and instruction flows for the maximum benefit of the learners. These styles differ in the way that they present materials to the learners according to the manner in which learners interact with information.
Visual learning style
The visual learning style concentrates on the use of visuals in instruction. In this style, information, data, concepts and ideas are linked through images (Advanogy, 2007). This style is one of the basic styles and is widely used especially in elementary education. The style incorporates the use of idea maps, illustrations, graphics and other means with visual basis that can increase the learning of skills and thinking.
Visual learners have some unique characteristics including organization, visualization and direction. They rely on the visual learning style to help them make sense of information and ideas that they come across in their learning process.
According to Walker, (2010), it is important for teachers to assist students make sense of the new information they acquire and use it to relate to what they already know. Examples of this learning style include the use of diagrams, maps and visual aid during instruction.
In a classroom setting this may include use of visual letters to teach the alphabet to young students. For adult learners this would entail the use of maps and simulation for example.
Kinesthetic learning style
The kinesthetic learning style involves the use of physical activities during instruction so that learners are given an opportunity to physically perform activities for themselves instead of listening or viewing demonstrations (Advanogy, 2007). This learning style has also been described as hands-on learning.
This learning style includes the use of personal experience in areas like language where students are encouraged to give their own explanations, use their own vocabulary and be creative (Advanogy, 2007). This style uses the idea that learning takes place often with minimal interference from outside forces (Walker, 2010).
The learning process in itself has much to offer and incidental learning is also a welcome part of the process. As a result this style is excellent for such courses as sports and experiments whether in chemistry or other subjects. An example of the use of this learning style is the use of acting to dramatize and experience certain concepts during instruction. It can also include role playing.
Auditory learning style
According to Advanogy (2007), this is the learning style whereby individuals learn by listening. It also utilizes the use of speech to improve learning. This style emphasizes the use of spoken words. In order to make sense of information and data that they encounter, learners who use this style as the dominant way of learning depend on carefully listening in order to process the material (Advanogy, 2007).
An important example of the use of this learning style is the use of repetition in instruction. This skill is important so that learners can have enough time to interact with new information and gain new knowledge. Repetition can be used in elementary levels while lecturing can be used for adult learning.
Logical learning style
This style refers to learning that is impacted through the use of mathematical and logical reasoning (Advanogy, 2007). According to Advanogy (2007), this style therefore entails the use of reasoning, grouping and patterns so that connections can be made when apparently meaningless information is encountered.
This style also uses numbers and calculations. An example of the use of this style is the application of problem solving during instruction. This process allows learners to engage their reasoning capacities in order to acquire new knowledge and skills to build systems.
Organization of data to make sense is also a mark of this style whereby individuals learn from making logical patterns and building on these for further learning (Advanogy, 2007). Another example of this style of learning is the use of brainstorming. This method allows the learners to explore new problems in light of skills and knowledge they already have to come up with logical and practical solutions. This method can be used for all levels of learning.
Social learning style
This learning style refers to the use of social setting or extensive one-one instruction to facilitate learning (Advanogy, 2007). Learners who use this style dominantly excel when they work with others and can offer their ideas as well as absorb those of others as they try to make sense of new data or skills. This style also incorporates use of social activities during learning or as part of the learning (Advanogy, 2007).
Interpersonal communication is very important in this style and much of the learning occurs during the interaction as opposed to quiet learning or individual learning activities. An example of this style is the use of groups. Group work and discussions are vastly used in this style and learners can learn from each other as well as use the social setting to pass knowledge and skills. Peer learning can be utilized for young as well as older learners.
Solitary learning style
According to Advanogy (2007), this style of learning refers to learning whereby a learner does most of the learning by their own effort with little guidance from instructors. In this style, the individual will attempt to gain knowledge through their own independent efforts like research, study and use of other methods of learning that can add to their domain of knowledge and skills.
An example of this style in use is research work and projects. Although these may be accompanied by guidance from instructors, they largely use the independent work of the learner. Learners who largely like this style like working y themselves and making sense of information or skills on their own (Advanogy, 2007). This style is common in higher learning institutions where considerable knowledge may already have been gained in a certain area of study.
Aural learning style
This style is a combination of the auditory learning with the use of music. This style goes beyond the use of audio to incorporate use of music. This style uses sounds to enhance the learning and to make it easier to create memories.
Although it is not one of the basic learning styles, this style of learning is also used widely especially in elementary education (Sims and Sims, 1995). This style mostly works well with learning that requires memorization.
Learners who take musical courses and largely use this learning style mostly excel at acquiring the skills of playing different musical instruments. They may also excel at other skills that require use of auditory skills. An example of this style is the use of song and dance in instruction.
Some courses can really utilize music to make the material memorable and captivating. Audio tapes can also be used instead of lectures so as to give some variance to the lectures. This is especially in use with younger students. Songs can be used to teach a variety of subjects including mathematics, sciences and language.
Conclusion
As in indicated by Sims and Sims (1995), the learning styles have something to offer to education; no one method is treated as superior to others since they are all used by learners. During learning more than one style may be used to enhance the learning for most students.
Instructors are usually conversant with different styles although some styles may be dominant. The right style also needs to be used for the right kind of learners, for maximum benefit to the learners and to achieve the aims of education.
According to Sims and Sims (1995), balance is required during learning so that learners can have diverse ways in which they can learn better. In addition, not utilizing as many styles as possible might lead to the neglect of some learners who might end up performing below their potential (Sims and Sims, 1995). Knowledge of learning styles is therefore important to educators at all levels.
Sims, R. R. and Sims, S. J. (1995). The importance of learning styles. Understanding the implications for learning, course design and education. Westport, CT: Green Press.
Walker, B. J. (2010). Literacy coaching: learning to collaborate. Boston, MA: Ally and Bacon.
Learning is one of the most interesting concepts in education because of its complex psychology. A person has learned if they exhibit a permanent change in behavior after acquiring some skills or knowledge through experience. The change in behavior entails psychological, mental, physical, and cognitive processes, seamlessly intertwined together. This paper discusses four major learning styles including associative learning, giving relevant examples for each style.
Discussion
Associative learning takes place when the learner connects events occurring sequentially in their environment. This kind of learning is very vital to the different learning processes. The stimuli or events in associative learning can either be abstract concepts or concrete objects; depending on context, location, and time (Lind et al., 2019). An example of associative learning is when a person touches a hot stove for the first time and they feel pain. Consequently, the individual learns to avoid hot stoves by not putting their hands on them.
In classical conditioning, the learner changes his behavior by associating events occurring in a repeated manner. This process is common in our daily lives; an example being the experience of thunder and lightning during a storm (Spielman et al., 2014). Normally, a person will jump when they see lighting flashing across the sky followed by a big boom of thunder. They jump upon hearing the big boom since loud sounds cause such reflex reactions. Since the flashing of the lightning can, reliably, foretell the impending roaring of the thunder, people tend to associate the two, making them jump whenever they see the lightning flash.
In operant conditioning, a learners behavior is associated with a consequence which can either be reinforcement or a punishment. Pleasant consequences of a behavior encourage the behavior in the future while unpleasant consequences deter it (Spielman et al., 2014). An example of operant conditioning is attempting to train a dog to sit. Normally, one will command the dog to sit, giving it a treat whenever it obeys. After some time, the dog will start associating the act of sitting with receiving a treat. Conversely, if you punish the dog for exhibiting some behavior, the dog will be conditioned to avoid the behavior. For example, if it receives some shock while attempting to cross the boundary of an electric fence it will try to avoid the electric fences in the future.
Observational learning is another style of learning that occurs through indirect experiences. In this style of learning, the learner observes the experiences of another character and then imitates their behavior (Spielman et al., 2014). One of the examples of observational learning is where a son observes his father surfing. He is able to see the moves that cause failure, avoiding them while imitating those that bring him success. Through observation, the son can learn to surf faster than if he adopted a trial-and-error method of learning.
Conclusion
To sum it up, learning occurs through the association of different stimuli or events, leading to a change in behavior. While classical and operant learning entail direct experiences, in observational learning a learners behavior change is influenced by another party. Learners require a variety of learning experiences in order to gain skills and knowledge in a holistic manner. All these learning styles are essential to different facets of life and instructors should understand the processes in order to help learners achieve better learning outcomes.
The learning process can be complicated by the inappropriately chosen learning strategy. People have different learning styles, so it is necessary to consider the peculiarities of each person and apply the correct learning strategy to assure the best effectiveness of the learning process. The Visual (V), Aural / Auditory (A), Read/Write (R), Kinaesthetic (K) (VARK) questionnaire was developed to determine the individual learning styles. Considering the results of the test using VARK questionnaire, the paper is aimed at summarizing the authors learning style, specifying the preferred learning strategies, comparing them to the identified strategies for the authors preferred learning style, and exploring how the awareness of individual learning styles, preferences and strategies is capable of influencing the processes of teaching and learning.
Visual Learning Style
The test results have shown that the visual style of learning is the most appropriate for the author. Visual perception of information forms a visual learning style. It includes the presentation of information in the following shapes and forms: maps, spider diagrams, charts, graphs, flow charts, labeled diagrams, and all the symbolic arrows, circles, hierarchies, and other devices & (Stellar Leadership Academy, 2015). However, it does not consider such visual representations of information as movies, presentations in PowerPoint, or videos. Various designs, patterns, and formats are the basic concepts for the visual learning style.
Preferred Learning Strategies
The following strategies are preferred in terms of having a visual learning style. It is preferable to use a variety of visual materials like graphs, maps, and many others to have information presented visually. It is also important to see the body language of a tutor as well as observe facial expressions because it helps to understand information better. Illustrated books also should be used as they provide the necessary volume of additional information put into illustrations as supportive materials. Finally, the schematization of some concepts and ideas is preferable in class to memorize them better and to be able to explain later. These strategies fall into the category of the strategies for the visual learning style in full (Eison, 2010; Vakos, 2015). There are more of them in the list of strategies used, but such strategies as the use of quiet places to study and use of color for highlighting something are not suitable.
Teaching and Learning
The awareness of individual learning styles preferences and strategies influence teaching and learning processes substantially. If a tutor tries to present information in the form different from the most effective one for a student or most of the students, the learning process becomes slow and ineffective (Eison, 2010). It looks like the effort to teach students something using specialized jargon they will understand the meaning of the words and possibly phrases, but it will take too much time. Students will have the information they will not be able to use in full. It is very important to apply appropriate tools, and the correct teaching strategy is one such tool. People are different, and these peculiarities should be considered to have the best effect of teaching and learning.
Conclusion
Summing, the paper summarized visual learning style, specified the preferred learning strategies, compared them to the identified strategies for the authors preferred learning style, and explored how the awareness of individual learning styles, preferences, and strategies is capable of influencing the processes of teaching and learning.
References
Eison, J. (2010). Using active learning instructional strategies to create excitement and enhance learning. Web.
Stellar Leadership Academy (2015). The VARK questionnaire how do I learn best? Web.
Vakos, P. (2015). Why the blank stare? Strategies for visual learners. Web.
According to the VARK testing, my leading learning strategy is kinesthetic. As per scores, they were visual 2, aural 3, read/write 7, and kinesthetic 14 points. Kinesthetic perception is a way of obtaining information through the establishment of direct physical contact through any type of feeling or sensation in the result of which the gained experience is stored steadily (Kinesthetic strategies, 2016). Many scientists consider this type of learning strategy the most complex one but also indeed durable since it depends entirely on the individuals experience (Riding & Rayner, 2013). A person with kinesthetic learning strategy gathers information with the help of a variety of options including senses, practical exercises, samples, case studies, hands-on experience, and so on. Importantly, all the examples or experiences should be directly linked to real life to ensure that a person can remember the notions by connecting them to personal memories.
Preferred Learning Style
The preferred learning strategies for a kinesthetic type of comprehension include practical exercises, testing, varied illustrative samples (including visuals, pictures). Apart from that, hands-on experience provides an opportunity to apply all the senses to cognize and object, topic or any other matter (Kinesthetic strategies, 2016). According to the test results, the effective approaches for this category of learners include:
Field trips
Laboratories
Trial and error
Hands-on experience
Any activity requiring the inclusion of sight, hearing, touching, and sensing simultaneously
Explanations with realistic examples
Problem-solving
Collecting the evidence
Importantly, all of the approaches to the learning process are equally crucial and applicable. Nevertheless, it is necessary to interchange different types of assignments and techniques. Since the kinesthetic type is the most distractible one of the five basic styles, the activities should be varied to ensure that the information is memorized or obtained properly (Kinesthetic strategies, 2016).
Influence of Particular Strategy
The awareness of individual learning styles is essential for the effectiveness of the education and training. Notably, the information should be proceeded using all the channels of perception. The successful development of many important skills depends on the style that is leading (Dembo & Seli, 2012). Moreover, the particular learning style determines the levels of distractibility, the peculiarities of memory and so on. By using the appropriate activities and tasks, the knowledge that is more lasting can be achieved (Dembo & Seli, 2012). Apart from that, if a person is aware of his or her cognitive features, it will help him or her to choose those practices that will ensure a quicker and more effective understanding and assimilation of the information (Riding & Rayner, 2013). It is of particular importance in relation to such activities that require gaining the essential skills. In addition, the knowledge of all five types of understanding allows building a student-centered approach to learning.
Conclusion
It can be concluded that the process of learning is not a simple summation of the individual feelings or the result of the simple association of the features. This process is different for each person and reflects his or her integral characteristics in terms of thinking, understanding, attentiveness and so on. The effective comprehension requires the detachment of the significant information from the less important one through sensory systems that are different for every individual. Appropriately, the awareness of individual learning strategies will help a person to choose the activities and methods that contribute to the faster understanding and memorization of the studied material.
References
Dembo, M., & Seli, H. (2012). Motivation and learning strategies for college success. Abington, UK: Routledge.
Different people tend to use different learning styles and techniques, and coaches should take into account these peculiarities when developing planned training programs. The learning style is an individuals preferred method of achieving the goals in the context of learning. The quality of the learning styles used by individuals is likely to determine the quality of learning outcomes. The learning styles are used to compare various curricular approaches used by different educational institutions. Learning style defines the way in which individuals concentrate on study materials, perceive and memorize new information. According to Eugene and Carol (2006, p. 89), the interaction of these elements of learning styles takes place differently in individuals. Thus, it is essential to establish what is likely to generate an individuals concentration and how to gain the maximum effects from his or her preferred style. The learning styles have a direct impact on education and training programs because this consideration is important for developing different teaching and learning techniques.
Consideration of learning styles for the training programs
The learning styles should be considered for improving the learners outcomes from education and training. There are three main learning styles, namely auditory, visual and kinesthetic. Auditory learners prefer listening to the channel of retrieving the information. Visual learners need certain visual images and techniques for creating associations between the concepts and their visual representations. The kinesthetic learners prefer to carry out a physical activity when learning the materials. These peculiarities need to be taken into account by the frontline managers, preparing training programs for employees.
The consideration of individual learning styles can positively affect the outcomes of training programs, and the trainees may achieve better results. By tailoring the training programs to the individual needs of the trainees, the coaches would be able to maximize the effects of their programs. The profound knowledge of individual learning styles can help coaches to find an individual approach to the trainees and enhance their abilities. According to Eugene and Carol (2006, p. 105), the learning style theories assume that training programs should emphasize general principles. Thus, trainees should be properly motivated to apply the acquired knowledge in their professional practice and choose the best suitable alternatives among the available options. Thus, the measure of training outcomes is not only focused on whether trainees received knowledge and developed the necessary skills, but also whether they applied these skills and knowledge in practice. For the purpose of enhancing the cultural knowledge, the learning styles should be integrated into the training programs. Awareness of the learning styles will help the program, and coaches to develop a curriculum addressing individual learning needs. Trainees spend a significant amount of time and efforts on training programs in order to achieve their objectives and obtain a better learning experience.
Eugene and Carol (2006, p. 105) indicated that individual learning styles could be essential in creating a favorable learning environment. Trainees use their own strategies and use their preferred strategies to acquire the necessary knowledge. The trainees should be provided with opportunities to choose individual strategies for completing particular tasks. Therefore, trainees should have freedom of choice. This demand should be taken into account by coaches preparing particular training materials. The learning style differences among trainees can contribute to their preferences for certain training approaches over others. Learning styles are aimed at developing the learning process and making trainees more independent. By providing the employees with opportunities to use their preferred learning styles for acquiring the training materials, the companies can benefit from formal learning opportunities.
The main principles of effective training programs
Coaches should consider the content and technical aspects of their training programs. Knowledge of the individual learning styles and integration of these peculiarities into the planned training programs can benefit the trainees and significantly improve their outcomes. The main options available for the coaches include personalization of the planned programs or inclusion of different types of activities so that they can comply with the needs of different groups of learners. For instance, the coaches can use various visual aids, group discussions and role games to reach out to different kinds of learners.
One more option that gives a lot of room for diversification and personalization of training materials is e-training. This option allows the trainees to choose their preferred activities instead of doing different assignments with only a few of them belonging to their preferred learning style. According to Eugene and Carol (2006, p. 95), the e-training can help in maximizing the effectiveness of training programs. It is flexible and convenient because it allows firms to deliver the materials anywhere and at any time. Meanwhile, e- training is fast and efficient. These characteristics are important for enhancing the effectiveness of training. However, the design of online materials can be rather expensive and time-consuming. Meanwhile, this approach is one of the best ways to tailor the training programs to the individual learning styles of the employees. Another important factor deserving serious consideration is the individual levels of motivation. For instance, if individuals do not understand the advantages of learning, they will not benefit from the training programs. In that regard, e-training offers opportunities for socializing between the trainees and can encourage those who lack motivation because of their shyness.
The evaluation of the training outcomes should become an important element of any training. Cole (2009, p.190) stated that the testing could also be used before the beginning of the training so that the trainees create awareness of the main concepts that will be covered and see the need to deepen their knowledge and develop their skills. Meanwhile, the testing after training can help coaches to evaluate the effectiveness of their efforts and chosen methods. The pre- and post-training results can be compared to measuring the learning outcomes. The evaluation part is essential to evaluating the effectiveness of particular programs and revising the programs for enhancing their effectiveness. Cole (2009, p.180) argued that performance evaluation provides feedback to employees on how the firm views their performance; hence, it encourages them to make efforts and improve their skills. The performance evaluation should be followed by appraisal. Thus, the content, individual learning styles and proper motivation of employees are the most important factors critical to developing effective training programs, and e-training is one of the alternatives which can combine the main principles of effective training.
Conclusion
The training of employees can help employees to acquire valuable knowledge and apply it in their professional practice. The diversity training programs might provide a vehicle for increasing awareness among the trainees. The most effective training programs are based on the principles of motivating the trainees and considering their individual learning styles. The training programs can affect work behaviours by improving the skills needed to complete the job. By providing the employees with opportunities to choose their favourite strategies for processing and memorizing the information, the coaches can significantly improve the outcomes of the training programs. The training program helps learners to organize their information and make it more readily available for solving management problems. Finally, the performance evaluation should become a part of training programs to assess the individuals performance accurately as a basis for making wise decisions.
References
Cole, K. (2009), Management: Theory and practice, Pearson-Prentice Hall, New York.
Eugene, S., and Carol, E. (2006), Learning styles in education and training, Emerald Group Publishing, New York.
The choice of learning strategies is important since it predetermines the success of the learning process. People have diverse learning preferences. Some learn better through visual strategies, and some are more successful with reading or writing strategies. There are tests and questionnaires which help to determine learning preferences and thus positively contribute to learning performance. This paper presents the analysis of the VARK Questionnaire which allows to identify preferred learning strategies and empower the learning process.
Summary of the Learning Style
According to the results of the VARK Questionnaire, I have a multimodal learning preference. I have got the highest scores in reading and writing (10 points), eight points for visual strategies, and five and four for kinesthetic and aural strategies correspondently. Strong preference for reading and writing learning means that I can better percept information from lists, dictionaries, definitions, textbooks, etc. ( Read/Write strategies, 2018). For example, this learning strategy comprises writing out words many times, taking and reading notes, paraphrasing the important ideas, transforming graphs and diagrams into text and vice versa, and other similar activities that are based on reading and writing.
Individuals who prefer reading and writing learning usually perform well during written exams. Multiple choice questions and the creation of lists can be used as methods to practice before tests and exams. Visual strategies are also effective for my learning according to the VARK Questionnaire. The visual strategy comprises gestures used by a presenter, different posters, pictures, slides or videos, graphs, and diagrams, etc. The visual strategy is applicable through the use of diagrams, charts, or drawing pictures to illustrate the content. The fact that the questionnaire results revealed my multimodal learning preference means that although I learn better with reading, writing, and visual strategies, kinesthetic and aural ones can be used as well as additional strategies.
Preferred Learning Strategies
Analyzing my learning experience, I can mention the following learning strategies that I prefer:
Visual strategies
Writing strategies
Reading strategies
Kinesthetic strategies
Comparison of the Preferred and Identified Learning Strategies
The strategies that I have listed as preferred and those that were identified by the VARK Questionnaire are similar. I have mentioned visual strategies as the most preferred, but the test proved that I could be more effective in case I use reading/writing strategies. Also, I frequently use writing in my studies. I have noticed that I remember material better if I take notes and read them afterward. According to my experience, kinesthetic strategies are effective in some cases. When there is an opportunity to see, touch, or taste something, it should be used. For example, laboratory classes or field trips can be more beneficial for some subjects and topics than lectures or textbooks.
Influence of Learning Styles, Preferences, and Strategies on Teaching and Learning
Individual learning styles are frequently decisive for academic performance. Learning styles, preferences, and strategies have an impact both on teaching and learning. For example, Kharb, Samanta, Jindal, and Singh (2013) investigate the learning styles and the preferred teaching-learning strategies of first-year medical students. The findings of this cross-sectional study revealed that the majority of first-year medical students (61%) have multimodal VARK preferences. Most of these (41%) gave preference to bimodal ways of information presentation while there were also the students who preferred trimodal and the quadrimodal ways (Kharb et al., 2013). The other 39% of respondents proved to have a unimodal learning preference. Among the students who have a strong learning preference, the majority favored the kinesthetic strategy while reading and writing were less frequent.
As for the teaching methodology, the students participating in the study preferred practicals (39%). A tutorial was selected as the least popular teaching methodology with only 12% (Kharb et al., 2013). This study proves that a single approach cannot be effective with all the students. Moreover, the definition of the preferred learning styles is a necessary intervention because it can be useful for teachers and help them select productive learning strategies.
Worsley and Blikstein (2015) investigate leveraging multimodal learning analytics, which can be used to differentiate student learning strategies. The researchers conclude that their study is helpful in understanding student learning. Moreover, the analysis of student learning strategies can influence the choice of teaching techniques thus making the process of learning more effective. As a result, the academic performance of students is likely to increase. Still, the choice of teaching strategies should depend not only on students preferences but also on the peculiarities of the subject.
Conclusion
To conclude, it is necessary to say that the definition of the preferred learning strategies is an important intervention in any educational process. Since the quality of knowledge is one of the purposes of education, consideration of students preferences should become an integral part of the learning process. Thus, students preferences in learning strategies should determine the choice of teaching strategies and shape the educational process to make it more effective. Increased attention to learning strategies is likely to increase students interest in education and improve their overall academic performance.
The VARK questionnaire allows students to understand which learning styles are more suitable for them. In this test, four strategies are presented: visual, aural, read/write, and kinesthetic strategies.
Learning Style
The learning style most suitable for me is the multimodal one, i.e. it includes strategies from two different learning styles. To study successfully and efficiently, students who have a multimodal learning style need to combine different strategies (learn information in various forms via different tools). However, while some of the students might need a combination of strategies, others can easily rely on one of them (e.g. visual or aural).
My learning preference includes reading/writing and kinesthetic (10/10). People who use read/write and kinesthetic style prefer the printed word as a source of information, as well as pictures/personal experience to complete tasks.
While it is possible to assume that there are unimodal learners as well, it seems reasonable to argue that most of the students are multimodal, because it is difficult to engage one strategy to understand complex materials with qualitative and quantitative data. Read/write style implies that it is easier for a student to use books, notes, glossaries, and dictionaries to understand a new topic or gather information. For kinesthetic learners, personal experience counts. If it is impossible to rely on personal experience, kinesthetic learners can quickly switch to examples. Moreover, laboratories and field trips are also perfect learning tools for kinesthetic students, because mistakes there are rarely crucial, but there is enough experience to get familiar with the task.
Preferred Learning Strategies
There are several strategies that I find most effective:
Writing down notes
Reading these notes
Empirical learning
Reading/observing multiple examples
Preferred/Identified Strategies
Writing down and reading notes are indeed the best learning strategies for reading/write learners; however, writing out words does not seem reasonable, as it is difficult to remember information that was simply written out but not read. Rewriting ideas into other words can also mislead a learner; this strategy can result in confusion and mistakes. Nevertheless, turning diagrams into other words is helpful because diagrams are more suitable for visual learners; read/write learners find it difficult to remember quantities and numbers expressed in the form of a diagram.
Writing lists is a helpful strategy as well, but it can be improved if combined with the kinesthetic strategy that focuses on examples. According to Fogg, Carlson-Sabelli, Carlson, and Giddens (2013), multimodal strategies are capable of improving students performance regardless of their preferred learning style. Putting abstract concepts into words and memorizing them is a dubious idea; however, it seems reasonable to use a case study to understand this concept or combine a picture with a written explanatory list.
The suggestion to role-play the exam before the examination can also help understand how the student will act during it; moreover, if some of the learning materials that students have learned are assigned to specific periods during their answer, it can help structure information and evoke an associative array during the students answer.
Perceptions of Teaching and Learning
The learning styles of students are directly linked to their performance; a student cant study efficiently if they and their teachers ignore their preferences and skills. As Kharb, Samanta, Jindal, and Singh (2013) discovered in their study, 61% [of students] exhibited multimodal learning style preferences, which indicated that they preferred multiple modes of information presentation (p. 1091). Therefore, if teachers are aware of that, they will engage different kinds of materials to make it suitable for students with different learning styles. Moreover, this statement also indicates that providing information using a particular strategy is an obsolete approach; instead, these strategies should be combined.
As to medical students, it can also be said that due to the materials complexity different modes should be used. However, one should not expect a perfect and high-efficient approach to all students because all of them have different preferences that cannot be met by any teacher (Kharb et al., 2013). Instead, teachers should focus on the optimization of the lectures: for example, practicals and dissections are believed to be the most favored teaching methodologies (Kharb et al., 2013). At the same time, unmatched learning styles and modes can complicate the learning process.
From the learners perspective, awareness of ones learning style can have an extremely positive impact on the learners performance. If the learner can adjust their preferred strategies to the learning process and materials, it will allow them to comprehend multiple sets of information more easily. Moreover, these strategies help reduce stress and anxiety during the study, which eventually can negatively influence the learners performance and ability to memorize materials. Adapting to teachers styles can be exhausting and inefficient (Shah, Ahmed, Shenoy, & Srikant, 2013). Learners should also remember that there is not any superior style that will help one put minimum effort and gain maximum knowledge; however, learning styles indeed can make studying more enjoyable and less stressful.
References
Fogg, L., Carlson-Sabelli, L., Carlson, K., & Giddens, J. (2013). The perceived benefits of a virtual community: Effects of learning style, race, ethnicity, and frequency of use on nursing students. Nursing Education Perspectives, 34(6), 390-394.
Kharb, P., Samanta, P. P., Jindal, M., & Singh, V. (2013). The learning styles and the preferred teaching-learning strategies of first-year medical students. Journal of Clinical and Diagnostic Research, 7(6), 1089-1092.
Shah, K., Ahmed, J., Shenoy, N., & Srikant, N. (2013). How different are students and their learning styles. International Journal of Research in Medical Sciences, 1(3), 212-215.