The researcher had reviewed that various learning techniques were discovered and understood around the year 1892 and was most likely used by Thelen (Fatt, 2000). The initial impression of learning styles was focused upon David Kolb’s theories (Fatt, 2000). This is where is states Kolb saw learning as a circular process where learning is viewed as a series of experiences with cognitive additions: concrete experience, reflection and observation, abstract concepts and generalizations, and active experimentation” (2000, p. 32). It was also previously discovered that those students by which constantly adapt their learning techniques to various tasks set are acknowledged to hold a versatile style (Fatt, 2000).
Kolb’s theories were utilised with Honey and Mumford’s construction of the psychological framework which focused upon 4 main catagories consisting of; activist, reflector, theorist and pragmatist (Fatt, 2000). Fatt (2000) states that an activist is a dynamic learner, a reflector is an imaginative learner, a theorist is analytical learner, and a pragmatist is a ‘commonsense’ learner. According to Fatt (2000), “a person need not have predominetely a preferred learning style but can also function with other learning styles at different times in different situations” (p. 32).
Another way in which the learning styles of students can be assessed is by using Kolb Learning style Inventory (LSI) (Manochehri & Young, 2006). Similar to Honey and Mumford’s construction, Kolb’s learning is divided into 4 groups, containing: Diverger, Assimilator, Accomodator and Converger (Manochehri & Young, 2006).
The Kolb Learning Style Inventory is used to “measure the degree to which individuals display the learning styles derived from experiental learning theory” (Manochehri & Young, 2006, p. 314). A study conducted using the Kolb Learning Style Inventory showed that the importance of learning styles is consistent with earlier findings on learning styles (Manochehri & Young, 2006).
On the other hand, Silver, Strong, and Perini (1997) had argued that the learning-style theory was initially introduced with Carl Jung in 1927. It was suggested that Jung found a wide range of differences in the way people envisioned, the way people finalised decisions, and how active or reflective they were while interacting with others (Silver et al., 1997). Theorists of learning styles “believe that learning is the result of a personal, individualized act of thought and feeling” (Silver et al., 1997, p. 22). As a whole, it had been decided that the vast majority of learning-style theorists belived greatly in the main 4 learning techniques: the mastery style learner, the understanding style learner, the self expressive style learner as well as the interpersonal style learner (Silver et al., 1997).
In this case study, we assessed the effects of learning styles in online education and how they impact students’ academic success based on gender. Online learning is a contemporary concept in which ideas, models and traditional teachings have changed. Since learning styles are controverted and the existence of the latest research has been undermined, we examined how learning style affects the learners ‘ academic achievements in online lessons and gender-specific environments. However, many learners still think that learning styles are valid and that they can adapt their solutions to these learning styles externally. This research investigates whether VARK styles are associated to course results, regardless of the actual VARK results, and whether any study techniques are associated with course results. The results indicate that almost all students did not report on research approaches after their VARK assessment and that the students ‘ achievement is not associated with their results in each VARK category. This research provides additional evidence that the usual knowledge of teaching styles should especially be redefined for Online classes where the styles corresponding to the willingness of learners are more difficult to be defined.
Introduction
The continual increase in the number of courses and programs on distance learning had an intensive impact on learning and teaching views and ideas. Distance education is a system of teaching that allows students to engage in studying without being physically located near the same place as the lecturer. The use of internet-based coursework is becoming an integral method of teaching in distance education, especially in higher education. The growing number of attendees, the courses and the accessibility of distance education refer to the importance of this teaching method. Online education seems to have been able to change the landscape of education. However, while technological innovation is essential for the growth of distant education, the effectiveness of distance training is not sufficient. The way of categorizing learners and adapt techniques of instruction for learning styles has been for a long time, an ongoing discussion about how related teaching styles are, that if the student says he prefers a learning styles, they actually learn by this style better.
Given the considerable interest in learning styles, the theory and the events created for students based on theory[1][2] pose several issues. In education, the expression of teaching styles is used to define the different approaches of learners to teaching. The issues include the lack of a strong expressive theory, lack of theoretical research, lack of reliability and validity of ideas, and lack of linkages between education and accomplishment. Whether this discussion also exists in online education, how teaching styles impact the academic achievement of learners and whether there is any distinction between male and female learners, we are analyzing.
VARK model of learning styles
Although a wide variety of teaching styles exist [ 3 ], we have chosen to use Fleming and Mills ‘ visual, auditory, reading/writing and kinesthetic VARK model [4] because of its adequacy, shortage, and comprehensive student appreciation. The VARK model has been studied extensively and is maybe the most well-known learning style theory. Regrettably, the discussion about the model was created as the VARK model expanded the advertising and popularity in mainstream education[5]. The VARK model was first set up as an instrument to encourage debate and reflection on teaching approaches. This note was primarily lost and Fleming recalled to readers that the VARK assessment was never a diagnostic instrument. [6]. Furthermore, many authors of diverse article show that several of them continue to use VARK learning styles as ‘a support’ for why they can’t learn well (e.g., ‘I am simply not a visual learner’). Pashler et al.’s (2009) report on a shortfall in proof of significant learning styles by means of serious techniques and other comparable research at the time[5 ]. The VARK questionnaire (VARK, 2017) is easily accessible online and includes only 16 questions, which allows a student to finish the survey more probably than to do a longer learning style study. The VARK model categorizes learners according to the sensory mode of presentation of data. Visual (V): Students are classified as visual (V) who prefer to see data as pictures, diagrams and flowcharts. Studying by looking at images, graphs, and flowcharts is suggested. Auditory (A): People who prefer to receive audio data are categorized as Auditory students (A) Studying by attending courses, debating the material with others, and reading notes or text out loud in a tape recorder is suggested. Reading / Writing (R): students tend to use text or tables to understand data better. They are suggested to study by writing notes in their own words or by arranging data lists and tables. Kinesthetics (K): if students want new data to be obviously applicable, or something they can operate by their hands, they are categorized as kinesthetic learners. [7]. In the VARK model, the learner is said to be unimodal if an individual has a favorite in one of these categories. The preferences of individuals can be over one of those categories, and the student is classified as bimodal[8]. If a person has preferences for three of the four categories, the student has a tri-modal category and so on, more people fall into one of those multimodal categories.
Identifying learning styles in online education
There are methods that the teacher can use to acknowledge the particular learning style of a student in the traditional classroom environment. The first step is to do a main assessment through short private interviews with learners and formal observation of their particular behaviors in the classroom. A profound private interview with the student is another step in evaluating a student’s style of teaching. Using checklists and the VARK questionnaire[9] is the next step in identifying teaching styles. Observation and in-depth personal interviews cannot be handled in online courses, but the VARK questionnaire can be used to determine the learning styles of learners taking part in online courses. Therefore, even if a certain student has some learning styles, a diverse range of learning experiences should be considered in order to be a more flexible learner. When learning styles of learners are recognized, an suitable learning context can be defined [10][11].
Course delivery
We have developed two experimental courses (C1 and C2) with two student groups (group A and group B) for the purpose of this study. The first course (C1) can be regarded a less sophisticated course on computer science, while the second course (C2) is a more sophisticated course requiring some prior computer science expertise. Students enrolled in both classes, the participants were randomly selected. In order to investigate with the preferred student learning styles, we used different presentation types, for delivering the educational content of each course:
Offline document content – PDF documents, presentations and url links with related content were designed and spread to students. This makes it possible for students to independently manage their time and learn at their own selected pace. This method of delivery corresponds with the Read/Write modality.
Offline video content – video presentations were recorded and delivered to the students in the form of a streaming video. This gives the opportunity for students to watch the material presented in a more animated fashion but still create their own learning schedule. This method of delivery corresponds with Visual and Audio modality.
Online video conferencing – live video conferences were prepared with the professor of each course. The lectures were scheduled at fixed time, and students needed to be enrolled for the appropriate course. This delivery method differs from the previous delivery methods were students had the freedom of organizing their time at their own. But, at the end of the lecture, students have the opportunity to cooperate with the professor and among themselves. This corresponds with the Kinesthetic modality.
The A group that attended the C1 course, were asked to choose their preferred content delivery type. According to their choice, they were divided into three stereotypes, and to each stereotype the lectures were presented according to their preferences, the B group of students that attended the C1 course, had no chance to choose the preferred content delivery type. The choice of the type of education materials delivery was made by the professor. For the C2 course, students from B group choose their preferred content deliver type; while students from A group were given the content delivery type chosen by the professor.
Discussion and Conclusion
The VARK style inventory enables individuals to think about how they learn and promotes students to adopt study methods that can work better than their present strategies. The goals of this study were to assess whether students are developing and using study approaches that are compatible with their teaching styles and, if so, the alignment with course outcomes. Of course, while many students find the VARK test interesting, the students in this research have not used the VARK results to alter their research. Students may be sensitive to past research methods which are comfortable and easy or become actual habit[19], and may be uncomfortable in how they think they learn best or should improve their knowledge. Instead, they are aware of their misunderstandings. However, there is hope that these students will be helped. Explicit assistance on proof-based study strategies can help students develop truly useful study strategies[20].
Therefore, these empirical approaches to research in the future should continue to be identified. This present study also demonstrates that even those students with studies consistent with their dominant VARK category did not achieve greater achievement. These findings, combined with extensive prior studies into the myth of learning styles[12], provide strong evidence that educators and learners should not promote the idea of learning styles for studying and/or for teaching. Teachers need to be able to learn, perceive and process information in order to support students ‘ success in online education. In every online course, every type of student needs to be accommodated. The blend of methods and teaching technologies allow online students to choose which writing style best fits their own styles of learning. Effective teaching happens when teachers reach students who are unhappy with their own teaching style. To reduce the gaps between research and practice in this field, education research can be articulated by providing arguments which question the methods employed by certain study styles rather than question the existence of teaching styles with statements of power. This would enhance the educators ‘ professional decision-making ability and offer them more professional space.
References
Coffield, Frank, et al. ‘Learning styles and pedagogy in post-16 learning: A systematic and critical review.’ (2004).
An, Donggun, and Martha Carr. ‘Learning styles theory fails to explain learning and achievement: Recommendations for alternative approaches.’ Personality and Individual Differences 116 (2017): 410-416.
Husmann, Polly R., and Valerie Dean O’Loughlin. ‘Another nail in the coffin for learning styles? Disparities among undergraduate anatomy students’ study strategies, class performance, and reported VARK learning styles.’ Anatomical sciences education 12, no. 1 (2019): 6-19.
1Hawk, Thomas F., and Amit J. Shah. ‘Using learning style instruments to enhance student learning.’ Decision Sciences Journal of Innovative Education 5.1 (2007): 1-19.
Fleming, N. & Baume, D. (2006). Learning Styles Again: VARKING up the Right Tree! Educational Developments, 7, 4-7.
Russell, T. L. (2001). The no significant difference phenomenon: A comparative research annotated bibliography on technology for distance education: as reported in 355 research reports, summaries and papers (5th ed.). IDECC.
Fleming, Neil D. ‘Facts, fallacies and myths: VARK and learning preferences.’ Retrieved from vark-learn. com/Introduction-to-vark/the-vark-modalities (2012).
Scott, Catherine. ‘The enduring appeal of ‘learning styles’.’ Australian Journal of Education 54.1 (2010): 5-17.
Falloon, G. (2011). Making the connection: Moore’s theory of transactional distance and its relevance to the use of a virtual classroom in postgraduate online teacher education. Journal of Research on Technology in Education, 43(3), 187–209.
Idrizi, Ermira, Sonja Filiposka, and Vladimir Trajkovik. ‘Character Traits in Online Education: Case Study.’ International Conference on Telecommunications. Springer, Cham, 2018.
Idrizi, Ermira, and Sonja Filiposka. ‘VARK Learning Styles and Online Education: Case Study.’ learning 5: 6.
Tucker, S. (2001). Distance Education: Better, Worse, or As Good As Traditional Education?. Online Journal of Distance Learning Administration, 4(4),. Retrieved May 28, 2019 from https://www.learntechlib.org/p/92510/.
Bonk, C. J., Mimi Miyoung, L., Xiaojing, K., Shuya, X., & Feng-Ru, S. (2015). Understanding the self-directed online learning preferences, goals, achievements, and challenges of MIT OpenCourseWare subscribers. Journal of Educational Technology & Society, 18(2), 349–368.
According to my Learning Style Questionnaire results, I have a strong preference for reflective nature. What does this mean for me? Being a reflective person means that I consider many alternatives and perspectives before I come to a decision. It means that I am a good listener and consider other people’s opinions before stating my own thoughts. And when I act, it has been well thought through, considering the past, present, and other’s viewpoints as well as my own. I demonstrate a moderate preference for being an activist and pragmatist, but I have a low preference for being a theorist based on the remaining test results.
I also undertook a VARK questionnaire to discover my preferences in working with information. The possible outcomes were a visual learner, aural, read/write, or kinaesthetic. It showed that I am a visual learner and I learn best through the aid of visual representation. This means that I understand, process, and retain information more easily in the form of graphs, diagrams, and pictures. It also means that information is better remembered if it is illustrated using color. My second highest score was for the read/write category, meaning I am a person who learns well through reading and wringing text- something that complements being a visual learner. From previous experience and everyday tasks, I would agree with these results.
Identify 3 things that you have learned about yourself
How does your preferred learning style affect you? What have you learned about the way you learn?
Moving away from home and starting a new life as a university student is challenging for anyone- including me. It is understandable why young people can struggle to adapt to leaving home life’s familiarity and security in exchange for settling in an unfamiliar environment with new people. Additionally, there’s the pressure of understanding and managing a new format of education, which can present difficulties without immediate support from family and friends previously known to us.
After doing deeper research on reflective personalities to broaden my understanding, I have learned that I have many subconscious traits that have affected my decision-making, thus helping me to settle into university and struggle less than anticipated: Being a reflective and visual learner helps me with academic material. With being a reflective learner, I am motivated and understand what I want to achieve and why. It’s known as being metacognitive- being aware of one’s cognitive processes. It’s also common for reflective learners to take a proactive approach to life, and I’ve noticed in myself that I try to broaden my understanding of new subjects and topics through further research. My reflective and visual tendencies help with personal experiences and interpersonal relationships with individuals. This is done by using existing knowledge to help develop and evolve my understanding of new ideas, which helps to adapt to change.
What have you found challenging?
Joining the university’s halls of residence means that, more often than not, people are living with strangers for their first year of university. Before settling into my accommodation, I was apprehensive that my potential flatmates could spoil my university experience, but thankfully I was proven otherwise. Moving in with strangers has enabled me to collaborate and connect with different personalities that I wouldn’t have necessarily had common ground with. Overall, I feel that this is a positive experience as it has allowed me to gain an adaptive social ability that is very transferrable to my professional role as a Dental Hygiene Therapist.
Being a visual and reflective learner, I have noticed, has its drawbacks; if lectures aren’t visually stimulating and involve a lot of speech. I tend to notice that my mind can wander, but to regain focus, I write notes as the lecture progresses. However, I am a slow writer and it can lead me to miss key information out. This could cause potential issues when it comes to exams when time restraints are in place, so perhaps this is an area that I can work on. Being a visual learner can lend itself to surface learning, a trait that is not encouraged at the university. I realize that I am going to have to work especially hard to retrain my learning technique and ensure that I fully understand the concepts that I am being taught in full detail. Finally, reflectiveness takes time and practice. Dentistry is a fast-paced environment that requires decisions to be made quickly but carefully. I have to remember to make my analyses thoughtfully and be conscious of my time management.
What have you found enjoyable?
Overall, I am loving my time at the University of Birmingham and studying Dental Hygiene and Therapy. Starting a new life away from home has so far been a great experience; I’ve had a chance to explore the second-largest city in the UK and the beautiful University campus. I have found it very uplifting to be surrounded by an awe-inspiring environment, especially in my accommodation in the Vale- the encompassing wildlife and foliage set a tranquil space that is perfect for me, and I’m pleased to be a part of it. The aesthetically pleasing surroundings create optimal conditions for reflective thoughts and studying.
Spending time away from home has allowed me to flourish in independence and gain a broad spectrum of new skills. All tasks I have to complete, I have to do myself on my own time, and it has made me very conscious of time management and organization. Deploying these crucial skills has given me confidence in my capabilities and I believe I am now very settled in the student lifestyle.
I have enjoyed making new friends at University and transitioning into adulthood, and I believe that it has had a positive effect on my personal attributes and will assist me in the world of Dentistry.
What have you learned about becoming a professional?
According to the Oxford dictionary, a professional is “someone who is competent or skilled in a particular activity”
Professionalism to me means that a person is fulfilling their duty in serving and managing patients, with the patient’s best interests at heart. Professionals are mindful of ethics and integrity. Everything is done with competence and confidence, whilst being objective and not subjective when relaying information. The duty of care to patients includes confidentiality of sensitive information from conversations and personal records. The information must be kept within the dental setting only, and not extend onto an inappropriate platform e.g. social media. The General Dental Council sets standards for dental professionals covering conduct, performance, and ethics. This is in addition to the core values to be upheld in the NHS Constitution. There are also Birmingham Dental Hospital policies to adhere to e.g. uniform. I believe that the uniform policy projects a sense of teamwork and unity throughout and ultimately looks efficient, smart, and professional. Overall, standards expected extend beyond the patient to all members of staff in and outside of work. Continued Professional Development ensures that skills and knowledge are kept up to date and that current treatments and quality of care are available to make the visions of staff and patients a reality.
Although I haven’t been practicing Dental Hygiene and Therapy for long, I’ve had a previous experience that required a professional outlook. I have been a falconer for many years and it can sometimes raise ethical concerns with members of the public, mainly those who do not agree with birds of prey being kept in captivity and used for demonstration purposes. Some occasionally express their opinion in an aggressive manner. In these circumstances, it was essential that I kept composed, and remained polite and professional at all times whilst using my knowledge to educate and enlighten them. Conducting myself in a professional manner became easier with experience, and I know that it will be a great assistance when I start meeting patients.
Think of one action from this reflection to take forward in your personal development.
From this reflection, I have learned that learning methods can consist of “surface” and “deep” approaches, according to Morton and Säljo. Deep learning is preferred for the study of Dental Hygiene and Therapy; my studies impact people’s lives and well-being and I’m not just learning material for exams. Therefore, I will act to ensure my studying techniques will continue to incorporate the deep approach in all subject areas. I will maintain a positive attitude, and interest in my studies and thrive on the challenge
According to my Learning Style Questionnaire results, I have a strong preference for reflective nature. What does this mean for me? Being a reflective person means that I consider many alternatives and perspectives before I come to a decision. It means that I am a good listener and consider other people’s opinions before stating my own thoughts. And when I act, it has been well thought through, considering the past, present, and other’s viewpoints as well as my own. I demonstrate a moderate preference for being an activist and pragmatist, but I have a low preference for being a theorist based on the remaining test results.
I also undertook a VARK questionnaire to discover my preferences in working with information. The possible outcomes were a visual learner, aural, read/write, or kinaesthetic. It showed that I am a visual learner and I learn best through the aid of visual representation. This means that I understand, process, and retain information more easily in the form of graphs, diagrams, and pictures. It also means that information is better remembered if it is illustrated using color. My second highest score was for the read/write category, meaning I am a person who learns well through reading and wringing text- something that complements being a visual learner. From previous experience and everyday tasks, I would agree with these results.
Identify 3 things that you have learned about yourself
How does your preferred learning style affect you? What have you learned about the way you learn?
Moving away from home and starting a new life as a university student is challenging for anyone- including me. It is understandable why young people can struggle to adapt to leaving home life’s familiarity and security in exchange for settling in an unfamiliar environment with new people. Additionally, there’s the pressure of understanding and managing a new format of education, which can present difficulties without immediate support from family and friends previously known to us.
After doing deeper research on reflective personalities to broaden my understanding, I have learned that I have many subconscious traits that have affected my decision-making, thus helping me to settle into university and struggle less than anticipated: Being a reflective and visual learner helps me with academic material. With being a reflective learner, I am motivated and understand what I want to achieve and why. It’s known as being metacognitive- being aware of one’s cognitive processes. It’s also common for reflective learners to take a proactive approach to life, and I’ve noticed in myself that I try to broaden my understanding of new subjects and topics through further research. My reflective and visual tendencies help with personal experiences and interpersonal relationships with individuals. This is done by using existing knowledge to help develop and evolve my understanding of new ideas, which helps to adapt to change.
What have you found challenging?
Joining the university’s halls of residence means that, more often than not, people are living with strangers for their first year of university. Before settling into my accommodation, I was apprehensive that my potential flatmates could spoil my university experience, but thankfully I was proven otherwise. Moving in with strangers has enabled me to collaborate and connect with different personalities that I wouldn’t have necessarily had common ground with. Overall, I feel that this is a positive experience as it has allowed me to gain an adaptive social ability that is very transferrable to my professional role as a Dental Hygiene Therapist.
Being a visual and reflective learner, I have noticed, has its drawbacks; if lectures aren’t visually stimulating and involve a lot of speech. I tend to notice that my mind can wander, but to regain focus, I write notes as the lecture progresses. However, I am a slow writer and it can lead me to miss key information out. This could cause potential issues when it comes to exams when time restraints are in place, so perhaps this is an area that I can work on. Being a visual learner can lend itself to surface learning, a trait that is not encouraged at the university. I realize that I am going to have to work especially hard to retrain my learning technique and ensure that I fully understand the concepts that I am being taught in full detail. Finally, reflectiveness takes time and practice. Dentistry is a fast-paced environment that requires decisions to be made quickly but carefully. I have to remember to make my analyses thoughtfully and be conscious of my time management.
What have you found enjoyable?
Overall, I am loving my time at the University of Birmingham and studying Dental Hygiene and Therapy. Starting a new life away from home has so far been a great experience; I’ve had a chance to explore the second-largest city in the UK and the beautiful University campus. I have found it very uplifting to be surrounded by an awe-inspiring environment, especially in my accommodation in the Vale- the encompassing wildlife and foliage set a tranquil space that is perfect for me, and I’m pleased to be a part of it. The aesthetically pleasing surroundings create optimal conditions for reflective thoughts and studying.
Spending time away from home has allowed me to flourish in independence and gain a broad spectrum of new skills. All tasks I have to complete, I have to do myself on my own time, and it has made me very conscious of time management and organization. Deploying these crucial skills has given me confidence in my capabilities and I believe I am now very settled in the student lifestyle.
I have enjoyed making new friends at University and transitioning into adulthood, and I believe that it has had a positive effect on my personal attributes and will assist me in the world of Dentistry.
What have you learned about becoming a professional?
According to the Oxford dictionary, a professional is “someone who is competent or skilled in a particular activity”
Professionalism to me means that a person is fulfilling their duty in serving and managing patients, with the patient’s best interests at heart. Professionals are mindful of ethics and integrity. Everything is done with competence and confidence, whilst being objective and not subjective when relaying information. The duty of care to patients includes confidentiality of sensitive information from conversations and personal records. The information must be kept within the dental setting only, and not extend onto an inappropriate platform e.g. social media. The General Dental Council sets standards for dental professionals covering conduct, performance, and ethics. This is in addition to the core values to be upheld in the NHS Constitution. There are also Birmingham Dental Hospital policies to adhere to e.g. uniform. I believe that the uniform policy projects a sense of teamwork and unity throughout and ultimately looks efficient, smart, and professional. Overall, standards expected extend beyond the patient to all members of staff in and outside of work. Continued Professional Development ensures that skills and knowledge are kept up to date and that current treatments and quality of care are available to make the visions of staff and patients a reality.
Although I haven’t been practicing Dental Hygiene and Therapy for long, I’ve had a previous experience that required a professional outlook. I have been a falconer for many years and it can sometimes raise ethical concerns with members of the public, mainly those who do not agree with birds of prey being kept in captivity and used for demonstration purposes. Some occasionally express their opinion in an aggressive manner. In these circumstances, it was essential that I kept composed, and remained polite and professional at all times whilst using my knowledge to educate and enlighten them. Conducting myself in a professional manner became easier with experience, and I know that it will be a great assistance when I start meeting patients.
Think of one action from this reflection to take forward in your personal development.
From this reflection, I have learned that learning methods can consist of “surface” and “deep” approaches, according to Morton and Säljo. Deep learning is preferred for the study of Dental Hygiene and Therapy; my studies impact people’s lives and well-being and I’m not just learning material for exams. Therefore, I will act to ensure my studying techniques will continue to incorporate the deep approach in all subject areas. I will maintain a positive attitude, and interest in my studies and thrive on the challenge
Diverse types of personalities together with the learning styles help to control the process of communication and cooperation among individuals. To acknowledge different learning styles is as crucial as adjust strategy to communicate sucessfully and cooperate among them to achieve the objectives.
Main body
There are three types of learning styles:
Visual: This type involves the process of manipulating images, acknowledging the interaction between various objects, or the possibility to distinguish the objects properly. The best way of communication consists in organizing graphs and charts. This would give the possibility for the learner to perceive the information examples. Submitting graphic organizers for new information would deliver a plan to see visually the data exchange. Finally, another effective to communicate would be to using colors in order to single out the main points of the material in the appropriate order.
Interpersonal: It explains how individuals perceive things from another angle. Establishing relationship with others and collaborating with the members of the group helps to encourage the discussion. This promotes the learners’ understanding from one another by providing personal ideas and experiences. The communication is a enhanced by the fact that each point of discussion is the unique one.
Intrapersonal: This is the assessment one’s own way thinking or in order to perceive one’s expressions and feelings. The key point of this method is to understand how those points relate to each other. Quite environment is the most favorable condition for communicating and cooperating using this learning style. Finally, this learning style also presupposes the data visualization and its recording to journal (Communication and collaboration strategy paper, 2010).
‘Types of personalities can be split into four main classes; the thinker (mediator), giver, outgoing type and adventurer type. Each individual has specific features from each of the four classes described here, what is for sure is that he/she would reveal the prevalence of one particular type. Here it is necessary to consider each type and to discuss its major peculiarities.
Mediator (thinker): A mediator is likely to be more analytical as he/she searches for methods to cope with the task in a proper way. To successfully apply a thinker’s abilities, it is first necessary to allow them look for some fresh ideas to complete the project.
Giver: It is necessary for a give to develop the relations with other members of the group as in this way he/she would learn best. In order to succeed in this project, it is obligatory to permit them to train others in the team. A person who belongs to this category can work as the negotiator and communicator in difficult situations, as they find it much more difficult to stay away and allow this situation to be held.
Outgoing type: An outgoing type will more comfortable in a well-organized working environment with a strict hierarchy and accurate distribution of responsibilities. To improve an organizer’s work, he/she should take responsibility for the project and provide accurate instructions and feedback to the team members.
Adventurer type: An adventurer type is a creative individual tends to create certain original ideas and to cope with the assignments in a more creative way. They should not be limited in freedom of actions for them to use an original method to complete even the most sophisticated project. Here, it should be stressed that the thinker (mediator) and the adventurer are more inclined to solve the solutions in a creative way.
Conclusion
All the types of personalities can cooperate with each other very efficiently if each member of the group is provided by the assignment that will display his/her strengths and weaknesses (Personality types and learning styles, 2010).
Reference
Communication and collaboration strategy paper. (2010). Oppapers.com. Web.
Personality types and learning styles. (2010). Oppapers.com. Web.
Stakeholders in the education industry have criticised online education because of various reasons. However, it is emerging that differences in student characteristics may be a significant contributor to the perceived inadequacy of online learning. One trait is student learning styles; if educators learn about the relationship between learning styles and education environment (online or face to face) then they may improve their outcomes.
Relationship between learning styles and education environment (online versus traditional)
The theoretical model of learning style components states that learning styles are dependent on three key factors: student motivation, task engagement and cognitive processing habits (Aragon et. al. 2002, p. 233). They describe student motivation as a learner’s condition of motivation when presented by a new task. Sometimes, students may demonstrate independent motivation behaviour or dependent behaviour.
In other scenarios, motivation could be avoidant or participatory. At times, it may be collaborative or competitive. Task engagement is the extent to which a student will pay attention to certain aspects of their education. This may be indicated by their enthusiasm, concentration levels or the way they participate in class. A student’s level of anxiety, their attitude, concentration, scheduling, testing strategies and many other factors illustrate the extent of task engagement (Aragon et. al. 2002, p. 236).
Cognitive control is the manner in which a learner processes information. The student usually demonstrates this by their reflective observation, which is one’s ability to think about what they have observed. In certain circumstances, this parameter could be manifested as concrete experience. Abstract conceptualisation is also another way of demonstrating cognitive control, and the opposite end of this spectrum is active experimentation.
It is insightful to know whether online students have a greater preference for reflective observation or concrete experience or whether they prefer to experiment actively in class. The same information is quite useful for traditional students, as well.
Aragon et. al. (2002) carried out an analysis of the differences between online students’ learning styles and traditional students. They found “traditional students were more effective at using supporting materials and techniques than their online counterparts” (Aragon et. al. 2002, p. 236). Therefore, study aids are more suitable in face-to-face settings than in online communities.
Additionally, “online students prefer to use reflective observation more than their face-to-face counterparts” (Aragon et. al. 2002, p. 237). This means that the extent to which online students learn by seeing and doing is greater than it is among traditional students.
Furthermore, abstract conceptualisation is another mode of instruction delivery that online learners prefer over their face-to-face colleagues. This means that the internet, as a method of teaching delivery, is synonymous with “learning by thinking” (Aragon et. al. 2002, p. 237).
Face-to-face learners have a greater preference for active experimentation compared to their online peers. This means that educators in the traditional environment ought to facilitate teaching through doing. Conversely, educators in the online community ought to embrace more reflection (Aragon et. al. 2002, p. 243).
Conclusion
Differences between preferred learning styles in the face-to-face environment versus the online environment prove that students acquire knowledge differently. Therefore, educators must incorporate those preferences in the way they deliver material to their students.
Both settings can yield favourable results if teachers use the right approach. The main difference between the two groups is cognitive control as face-to-face students prefer a hands-on approach while online students do well with reflective thinking.
Reference
Aragon, S, Johnson, S & Shaik, N 2002, ‘A preliminary analysis of the influence of learning style preference on student success in online vs face-to-face environments’, American Journal of Distance Education, vol. 16 no. 4, pp. 227-243.
The term “learning” refers to the eternal attainment of cognitive, behavioral, and mental skills by an individual through experience. People have different learning capacities. This difference underscores the need for my tutor to employ different teaching methods to accommodate diverse learning needs. In the contemporary nursing setting, many scholars have come up with numerous theories regarding the best learning practices (Alligood, 2014). Such theories are applicable in the education sector to improve the overall students’ performance in the backdrop of the rising need to streamline educational systems. The nurse teachers have also realized the need to integrate learning theories and to learn styles into the nursing curriculum to improve their students’ learning outcomes. The recent embracement of the theories and styles in nursing has ignited debate among nurses regarding their usefulness in my nursing career and the reasons why we (nurses) should possess knowledge regarding the said concepts. In this paper, I argue that knowledge regarding learning styles and theories is important in my nursing practice. To achieve the objective, I will explore the benefits of accruing to nurses because of their knowledge about learning theories and learning styles.
Application of Learning Theories in Nursing
Behavioral Psychoanalysis
One of the reasons why we need to possess outstanding knowledge about learning theories and styles is to stand a better chance of developing effective strategies for administering behavioral therapies (Moon, 2013). In the past few decades, such therapies have become important components of healthcare. Physicians are increasingly recommending them to improve patient outcomes. The embracement of behavioral therapy in healthcare follows evidence from various researchers that the treatment is associated with better patient outcomes. Additionally, research indicates that behavioral therapies promote personal care among patients suffering from chronic illnesses and other cognitive diseases (Madhavanprabhakaran, Shukri, Hayudini, & Narayanan, 2013).
Personal care is attributed to better patient outcomes since it reduces instances of emergency care needs. As a nurse in the making, I will be directly involved in the administration of the therapies. This situation underscores the need for me to possess knowledge regarding learning theories and learning styles. Under the arrangement, nurses assume the role of tutors, whereby they train patients on the best strategies to cope with undesirable behaviors. Since different people prefer different methods of learning, nurses and caregivers must be conversant with the learning theories and learning styles to offer quality therapies to all patients. If I (as a nurse trainer) lack adequate knowledge regarding such theories and styles, I cannot manage to develop effective training programs for patients who are in need of behavioral therapies. Additionally, I need to select the kind of therapy that a patient requires based on the problem that needs to be addressed (Sagun Ceryl, 2016). Behavioral therapies can be administered either at an individual level or in a group setting. Hence, I need to possess some knowledge about the learning theories and learning styles to determine the setting that best suits an individual. Therefore, such knowledge is central to me for the effective administration of different behavioral therapies.
Syllabus Construction by Nurse Teachers
Other than helping me to plan the behavioral psychoanalysis sessions, knowledge about the learning theories and learning styles helps nurse teachers to develop the teaching syllabus. Generally, a student’s ability to understand a topic or a concept largely depends on the teaching method applied by the tutor (Aliakbari, Parvin, Heidari, & Haghani, 2015). In this regard, teachers need to apply learning theories to make teaching more effective. In developing the set of courses, I must understand that different students have different capabilities, a situation that necessitates the need to use different approaches to ensure that every student benefits from the content taught. Laine, Myllymäki, and Hakala (2015) propose that teachers should study all the learning theories and styles to develop suitable prospectus. Although the theories propose different approaches to learning, they have some similarities, which I may consider when developing the program of study. If an approach is recommended by several theories, I may try it out in class to improve the performance of his or her students.
It is important to note that the traditional teaching systems involved grouping nurse students and then administering the lessons contemporaneously. This situation underscored the need to develop an all-inclusive curriculum. By considering the concepts that are similar in several theories, nurse teachers may develop a set of courses that fits the needs of all students in the group (Keating, 2014). Besides, traditional teaching techniques are gradually being replaced by modern ones, which are deemed more effective. Additionally, research by Keating (2014) indicates that most students find learning more effective when modern techniques of teaching are applied. Based on the arguments, nurse teachers are increasingly using the learning theories and learning styles available in the literature to develop more holistic teaching approaches. In turn, the increased use of the learning theories and styles to develop nursing curriculums has led to my better performance as a student nurse. Additionally, other studies show that the adoption of holistic teaching methods have contributed to better patient care since nurse graduates are well prepared to handle their tasks. The development of holistic approaches requires me to have outstanding knowledge of the learning theories and learning styles. Based on the discussed views, I can conclude that knowledge of the learning theories and styles is important to my nursing practice since it helps other nurse teachers and me to develop suitable programs to facilitate effective learning.
Instilling Knowledge among Patients
Instilling knowledge among patients denotes the process of imparting personal care skills to patients to encourage their participation in healthcare. In the recent past, healthcare providers have realized the need to educate patients to promote personal care. Additionally, the World Health Organisation (WHO) requires nurses to provide patient education to boost patient outcomes while reducing the number of persons in need of inpatient services. As a nurse, I play a pivotal role in offering such education to patients. Two main methods, namely, the mixed media approach and the group discussion, are used to effect training on employees (Kearney-Nunnery, 2015).
The mixed-media approach refers to a method of imparting skills to patients using a variety of mediums that the patient is conversant with. It involves the delivery of the relevant education to a patient using the medium that he or she prefers. The method is characterized by the use of electronic devices such as smartphones and computers, depending on the literacy levels of the patient. On the other hand, the group discussion method of teaching involves the arrangement of patients into groups. Each group is composed of persons with similar characteristics who need similar interventions. Teaching in a group setting focuses on the topic that affects the group as a whole, as opposed to individual training, which focuses on the individual’s needs. Group members interact with each other. Here, they share their individual experiences. To ensure that the patients derive maximum benefits from such education, it is necessary for me to have exceptional knowledge of the learning theories and learning styles. Such knowledge will help me to decide the best approach to use to facilitate the training based on the underlying educational needs.
Internet-based Knowledge Sharing
In contemporary organizations, knowledge is created and shared among the stakeholders, as opposed to acquiring it in class. The evolution of the internet and social media has facilitated a quick sharing of knowledge among nurses, a situation that leads to team learning. Such sharing of knowledge is important since it facilitates the passage of skills from the experienced nurses to the less exposed ones. To make online team learning effective, the entire team must be conversant with the learning theories and styles to apply them to learn from the online resources (Gutnick et al., 2014). In most organizations, online knowledge sharing involves the dissemination of information from a central point for the employees to retrieve using supported devices. As part of the disseminators of such learning materials, I need to be conversant with the learning theories and styles for me to disseminate the information in a way that will benefit each nurse learner. Additionally, most hospitals are utilizing social media to orientate new nurses. For the internet-based orientation to be successful, the passers of knowledge must be conversant with the learning theories to design the messages in the most educative manner. Therefore, I need to utilize different techniques of online orientation to fit the learning needs of each new nurse.
High Nurse Retention Rates
The other benefit that accrues when I have sufficient knowledge regarding the learning theories and learning styles is increased morale and retention rate. The knowledge about learning theories and styles facilitates personal and team-based research to uncover the best ways to provide care to patients. For example, nurses with adequate knowledge regarding the learning theories and styles may use the internet to research a problem to make the right treatment. This platform increases its efficiency, which results in the reduction of medical errors. Efficiency leads to improved quality of care and increased staff retention rates (Cherry & Jacob, 2016). It is important to note that medical errors are the leading causes of complications among patients. Such complications often lead to frustrations among nurses. Errors may increase the levels of job dissatisfaction. In any organization, job satisfaction leads to low staff turnover rates, a situation that increases the overall performance of the firm. The reduction of medical errors within a hospital will automatically increase my morale and hence the overall job satisfaction. The increased levels of job satisfaction among nurses lead to high staff retention rates. The high retention rates of experienced nurses contribute to better patient outcomes since the experienced healthcare providers have the ability to make rational decisions regarding a patient’s health, thanks to their knowledge of learning theories and learning styles.
Development of Continuous Training Programmes for Qualified Nurses
The rising need to provide quality care to patients necessitates my adoption of continuous training programs as a qualified nurse. The development of such training programs requires the developers to have outstanding knowledge regarding the learning theories and styles to establish effective curriculums (Butts & Rich, 2013). Nurses are increasingly assuming the role of managers under the continuum of care systems. Nurse managers are expected to effectively manage their teams to achieve quality care for the patients (Munhall, 2012). The management of the team requires nurses like me to be conversant with the learning theories and styles to effectively understand each team member. Besides, nurse managers are directly involved in the development of continuous training programs. This role raises the need for me to understand the learning theories to ensure that the programs that I develop are beneficial to all the qualified nurses.
Conclusion
The topic of the need for nurses to have the right knowledge regarding the learning theories and styles has sparked a heated debate among scholars. On one side of the debate, a section of scholars argues that nurses need to possess outstanding knowledge regarding the learning theories to execute their duties with ease. On the other hand of the debate, other scholars argue that such knowledge is necessary, although it is not compulsory. Scholars who support the possession of the knowledge by nurses observe that such knowledge is essential in developing teaching curriculums by nurse teachers. Additionally, proponents of this school of thought claim that knowledge of the learning theories and styles is central to patient education, the administration of behavioral therapy, and research. Such expertise leads to improved care. Opponents of the view that such knowledge is not necessary to claim that nurses can still accomplish their roles even without such knowledge. However, in this paper, I have argued that knowledge regarding learning theories and styles is a must-have for all nurses.
References
Aliakbari, F., Parvin, N., Heidari, M., & Haghani, F. (2015). Learning theories application in nursing education. Journal of Education and Health Promotion, 4(2). Web.
Alligood, M. R. (2014). Nursing theorists and their work. Philadelphia, PA: Elsevier Health Sciences.
Butts, J. B., & Rich, K. L. (2013). Philosophies and theories for advanced nursing practice. Burlington, MA: Jones & Bartlett Publishers.
Cherry, B., & Jacob, S. R. (2016). Contemporary nursing: Issues, trends, & management. Philadelphia, PA: Elsevier Health Sciences.
Gutnick, D., Reims, K., Davis, C., Gainforth, H., Jay, M., & Cole, S. (2014). Brief action planning to facilitate behavior change and support patient self-management. JCOM, 21(1), 18-29.
Kearney-Nunnery, R. (2015). Advancing your career concepts in professional nursing. Philadelphia, PA: FA Davis.
Keating, S. (2014). Curriculum development and evaluation in nursing. New York, NY: Springer Publishing Company.
Laine, S., Myllymäki, M., & Hakala, I. (2015). The role of the learning styles in blended learning. Valencia, Spain: IATED Academy.
Madhavanprabhakaran, G. K., Shukri, R. K., Hayudini, J., & Narayanan, S. K. (2013). Undergraduate nursing students’ perception of effective clinical instructor: Oman. International Journal of Nursing Science, 3(2), 38-44.
Moon, J. A. (2013). Reflection in learning and professional development: Theory and practice. London, England: Routledge.
Munhall, P. L. (2012). Nursing research. Burlington, MA: Jones & Bartlett Learning.
Sagun Ceryl, G. (2016). The teaching competencies of clinical instructors: Basis for in-service training modules. Web.
A learner’s ability to capture, digest, and assimilate information determines how well they perform in and outside the classroom. In the nursing sector, learning styles differ among individuals, necessitating a careful evaluation of dominant learning styles for performance improvement. Physical, emotional, mental, and social factors play a significant role in determining students’ readiness to participate in a learning session. The literacy levels of Patient Education Materials should be carefully considered to facilitate information dissemination to the intended groups. In essence, learners’ evaluation is crucial as it aids in identifying potential barriers and developing potential solutions for improved outcomes.
Learners’ Assessment
A student’s critical thinking and academic performance are closely associated with their dominant learning styles. Shirazi and Heidari (2019) describe learning styles as the various methods through which students process the information received. Divergence, convergence, assimilation, and accommodation are the main learning styles in the nursing field that adult learners are most likely to exhibit (Shirazi & Heidari, 2019). Educators can use various methods to identify the predominant learning styles and tailor their teaching methods accordingly.
The note-taking technique is a viable assessment method through which an educator can gain valuable information on the adult learners’ information processing styles. According to Shirazi and Heidari (2019), students react to a teaching method according to their levels of perception and their learning techniques. For instance, while dictating notes, a teacher may note how students note down points and deduce their learning methods. Auditory learners capture information heard and may not take many notes during the class. Similarly, visual learners understand the information presented through figures better than through written notes. Therefore, an educator may use the note-taking evaluation method to determine how the adult learners capture information, thereby informing the teaching method. Problem-solving approaches, social behavior, and choice of learning aids are additional methods that can be used to assess the learning styles. Kinesthetic-physical learners are characterized by having an interest in solving problems on hand and may prefer using physical aids such as whiteboards.
Critical thinking skills entail a student’s ability to use their mind to analyze problems, relate concepts, and draw conclusions. It is mainly applied in situations that require decision-making skills to develop innovative solutions to problems. In the healthcare setting, educators can use validated critical thinking tests to assess the adult learners’ ability to apply critical thinking to various issues within their field. According to Yue et al. (2017), insight assessment tests are used to test students’ necessary thinking abilities. By noting how well students formulate solutions through critical thinking, a teacher can understand the various levels of adult learners’ needs and develop teaching methods that would improve their essential abilities of analysis. In healthcare, students will have to think critically about emerging problems. Since the industry is evolving fast, an educator should pose complex decision-making queries to evaluate how well the adult learners will formulate viable solutions.
The ability to remember concepts and apply them is vital among nursing students. Adult learners in the medical field need to have high cognitive skills to effectively apply theoretical concepts to practical situations. Yue et al. (2017) note that cognitive abilities and critical thinking skills are interrelated as they determine how well a student can recall information and then apply the knowledge through crucial analysis in problem-solving. Cognitive abilities among adult learners can be evaluated through objective and subjective assessments. Objective tests include multiple-choice questions, in which an educator can assess students’ ability to relate questions to the answers provided. Objective tests are usually easier than subjective tests, forming a faster analysis method for adult learners’ cognitive skills assessment. Subjective assessments include oral and essay tests in which students clearly articulate their solutions, revealing their cognitive abilities. With the subjective skills, educators can differentiate between students who merely crammed concepts and those who grasped the ideas behind learned points.
Readiness to Learn and the Associated Barriers
Students’ readiness to learn determines how well they concentrate in class and participate in projects. In this case, self-directed learning is used to evaluate students’ willingness to learn since they are adult learners conscious of their choices and motives. According to Premkumar et al. (2018), a student may go through several phases throughout their course, developing different readiness levels. Understanding the factors influencing their willingness to participate in the learning process can help educators initiate appropriate teaching methods to increase students’ learning readiness and shape their outcomes.
Intellectual ability is one factor that determines how well a student participates in learning processes. During intake, students are examined to ascertain that they meet the basic entry criteria for nursing education. However, academic performance in previous levels does not necessarily imply a high intellectual ability. In addition, an educator’s teaching method should be matched to the student’s intellectual capabilities. Premkumar et al. (2018) argue that students are more willing to learn when they feel that the lessons taught are within their cognitive abilities. Therefore, teachers need to evaluate the adult learners’ intellectual abilities through several interactive learning processes to comprehend their readiness to learn.
Prior learning and experience are viable factors determining how ready students are to process nursing information and apply it. There are close connections between information processing and prior knowledge. This comes from the idea that knowledge is cumulative, implying that having previous experience may positively influence a learner’s willingness to participate in the nursing lessons (Premkumar et al., 2018). Nursing educators should assess their students to determine their experience level through past encounters and develop an awareness of their readiness to learn.
Family challenges and social pressures are critical factors in adult learning assessment because such individuals are involved in community activities that pose several challenges to their learning processes. Although a student may be willing to concentrate in school, external forces outside their control may limit their abilities to comprehend nursing lessons, limiting their readiness to partake in the learning process (Premkumar et al., 2018). Therefore, educators should develop close relationships with students to understand their social lives and help them accordingly.
Strategies to Remove Barriers to Students’ Readiness to Learn
Based on the barriers outlined above, two main techniques can improve students’ motivation and eagerness to learn. First, peer education should be encouraged throughout the coursework. A key benefit of peer education is that it promotes participation and encourages performance improvement. Since adult learners may be going through similar challenges in life, learning with their peers may encourage them to support each other. Premkumar et al. (2018) comment that lack of motivation is a significant barrier to learning. Therefore, encouraging peer learning may help students increase their desire to learn as they compete among themselves. In addition, peer earning eliminates the fear of asking questions, thereby enabling students to gather sufficient information that increases their willingness to learn.
Second, educators should encourage open communication to enable students to highlight their challenges and encourage participation. Notably, most adult students need to feel that their input is valued. Since it may not be practical to understand all students’ circumstances, encouraging them to speak openly about their needs and preferences may be the best technique for increasing their desire for learning. Discussion boards provide an effective learning platform through which student can discuss their views and receive constructive feedback. In addition to classroom interactions, educators should encourage co-curricular activities that relieve students’ physical and psychological burdens, making it easier to talk about their challenges. Through communication, adult learners would develop a sense of belonging and participate more in learning activities. Premkumar et al. (2018) assert that adult learners would be more likely to participate in a learning environment where their input is appreciated. Therefore constrictive environments without the freedom of speech and expression should be minimized.
Literacy levels of the PEM
PEM chosen: “Using insulin to treat your diabetes: What it means for you”
First 100 word paragraph: Insulin is a hormone that helps your body use the sugar you get from the food you eat. Insulin levels rise and fall in response to the level of glucose in your blood. Insulin’s main job is to help glucose get from your blood into the cells of your body, where it is used as fuel to keep the cells working normally. The pancreas is the organ in your body that produces insulin throughout the day. • When you have type 1 diabetes, you do not produce insulin • When you have type 2 diabetes, you either do not produce enough insulin or your body’s cells do not respond to the insulin properly, called insulin resistance.
Second 100 word paragraph: When you need to take insulin, there are different types. In some cases, you may use a mixture of different types, such as short-acting and long-acting insulins. People with type 1 diabetes must use insulin injections to keep their blood sugar at a normal or close to normal level. Most people have no problem getting used to taking insulin injections. They feel better when their blood sugar is well controlled. People with type 2 diabetes often need to add insulin to control their blood sugar when oral medications or non-insulin injectable medications (exenatide and liraglutide) are not enough.
Third 100 word paragraph: Number of insulin injections you take may vary from once a day to using different types of insulin at different times of the day. When you first start taking insulin, your healthcare provider will decide on the type, the amount, and frequency of the injections of insulin you need. This will be based on your lifestyle, blood sugar level, and any other diabetic medications you may be taking. Monitoring your diet along with your blood sugar levels will be important in deciding if any changes are needed in your insulin dose. Remember that insulin injections will lower your blood sugar level.
Analysis
Number of Sentences
Number of Syllables
First 100 words
6
161
Second 100 words
6
160
Third 100 words
5
184
Total
17
505
Average
5.66
168.33
FRY grade= 5th grade
Using the Fog criteria, the readability score is calculated as follows using the first two paragraphs
Average sentence length (ASL) =number of words/number of sentences
=212/12
=17.67
Percentage of hard words (PHW) =16
Readability score=0.4(ASL +PHW) = 13.46
Using the SMOG formula
Complex words are to be considered in this case because the number of words is less than 30.
No. of complex words=30
SMOG index=3+square root of 30
=8.47
The appropriateness of Fog, FRY and SMOG tools for patient education.
The readability assessment tools indicated above are crucial for patient education because they inform the responsible parties of the complexity of information presented, enabling them to lower the literacy level accordingly. The appropriateness of these tools is based on four main considerations. First, numbers included in the text are not considered in the readability evaluation (Daraz et al., 2018). This is important since words are assumed not to carry any complex details. Second, they consider the words while ignoring the format of PEM presentation.
Third, technical words applied within the PEM and jargons are ignored. This is to ensure that the assessment is based on the general population’s readability levels, for whom technical details are not needed. Fourth, the purpose of these tools is to evaluate how hard or easy it is to read a text without taking into account the levels of understanding (Daraz et al., 2018). In most cases, PEMs target specific populations and the information is so structured that whoever is able to read it should understand it. Therefore the Fog, SMOG, and Fry tools are appropriate for the readability evaluation of all PEMs used within the healthcare sector.
Recommendations for Reducing the Literacy Level
Lowering the literacy level would make the text easy to read, which is the primary goal of PEMs. Considering the chosen PEM on insulin and diabetes, the literacy level can be reduced in three main ways. First, the frequency by which complex words are used within the passage can be reduced. For instance, the word injectable has been used severally, adding to the complexity (Administrator, 2020). Second, a simpler explanation of medical terms can be given to facilitate readability. For example, the word insulin is a medical word that has been repeated within the text without a clear explanation of its implication (Administrator, 2020). Third, the readability van be enhanced by better formatting such as increased spaces between words and appropriate indents.
Conclusion
In conclusion, learners’ abilities to grasp educational content differs among individuals. The teaching methods adopted by educators should match the students’ learning styles. Note-taking and critical thinking tests are some of the best methods that can enable educators to understand students’ skills and potential barriers to learning. Assessing a PEM’s readability level through methods such as SMOG, Fog, and Fry helps to identify ways through which nursing material can be improved for better communication within the field.
This assessment provides relevant information useful to learning institutions. It highlights the various learning styles of college students. This assessment provides adequate information on the preferred receptive learning styles. It dwells on the way information is received by people.
This assessment gives, in my opinion, proper explanations regarding the different receptive learning styles. Besides, the attributes of each learning style are addressed to show different personalities. Therefore, understanding different learning styles will facilitate an appreciation of differences among people. Moreover, the issue of veterans returning to college has been fully addressed. I strongly feel that this assessment has addressed the most significant aspects of the academic arena.
I am certain that the assessment gives pertinent explanations of learning styles and personality. I am also convinced that self-concept is not based on rank, name, or even serial number, but on beliefs, personality, thoughts and dreams (McGraw-Hill Companies, 2011). This will, in my opinion, enable people to know and appreciate their personalities and focus on the best learning styles.
Furthermore, I am convinced that low self-esteem can lead to other factors that can underpin failure. Likewise, high self-esteem is the foundation of success in life (McGraw-Hill Companies, 2011). Therefore, it is prudent for people to identify their values to build their success around them.
I prefer the read/write learning style to other learning styles. Through it, I will read concepts on my own and write down notes before attending lectures. This will enhance my understanding of concepts as presented by the instructor. It will give me an easy time because most of the concepts will be familiar. It will be like a repetition of a known issue or subject.
Additionally, I will be able to seek clarification on various aspects regarding my coursework. Moreover, the read/write learning style will boost my ability to remember. Therefore, there is a likelihood of me performing well in my studies.
I aimed to discover my values and receptive learning styles. I am convinced that I have achieved my anticipated outcome. I am aware of my personality, values and learning styles. My journey towards success will be founded on my values, learning styles and self-esteem.
During my last semester, I acquired the knowledge and skills of my coursework. At the beginning of the semester, I expected to obtain experience, skills and knowledge through the coursework. I am now convinced that I have the required know-how to address matters that relate to my field of study. Besides, my last semester’s grades reflect my understanding of the concepts of my coursework.
The knowledge obtained from this assessment is relevant in the college setting. First, issues related learning styles have been addressed. Students who acquire this knowledge will appreciate their learning styles. This will enhance good performance because most of them will make use of the appropriate learning styles. Regarding this, students should understand their learning styles and build success around the same.
Secondly, the assessment has highlighted all aspects encompassing the college setting. For instance, veterans who return to college have been advised on the best learning styles. Similarly, the assessment has highlighted the importance of having good relationships with other students in the college setting. Proper interaction with the rest of college colleagues will see to it that academic success is achieved. Besides, all students should be free with each other so that a conducive environment for learning is created.
Reference
McGraw-Hill Companies, (2011). Discovering Your Learning Styles, Self-Concept, and Values. New York: McGraw-Hill.
Because of the growing importance of the learning styles theory in modern pedagogy, the necessity of applying the learning styles theory and the way to apply it to the instructional design causes quite a concern in the modern world of teaching. The necessity of creating flexible instructional designs has been discussed several times, yet there has not been any agreement reached on the issue. Requiring thorough considerations and even practical testing, learning styles theory might prove another revelation for modern pedagogues.
Instructional Design in General and in Particular
Since institutional design as one of the pillars which the studying process stands on must be designed most efficiently and productively, a lot of new theories on instructional design have appeared over the past few years. Helping teachers to scheme the future lessons, instructional design needs to be designed according to the needs of the students for them to receive the best of the knowledge on the subject.
Even though some theorists are concerned with the probable changes which the new theory will demand once applied to the practice. However, such concern does not have enough grounds to base on. As it has been proved, the new theory of learning styles presupposes mostly the use of the learning methods which have been already discussed in several sources, which means that the theoretical value of this idea is profound enough:
Active and experiential learning theories have not dramatically changed collegiate classroom teaching methods, although they have long been include in the pedagogical literature. (Smith 2004, 66)
However, such a state of affairs does not presuppose that the new theories will not be able to improve the existing situation in the sphere of teaching. This is rather the evidence for the fact that the new learning theories will integrate into the learning process without causing too many changes and without disturbing the students. With the new theories applied, the learning process will float as smooth as it used to.
On the Developers of the Institutional Design Theories
Because of the popularity of the idea of self-learning in higher educational establishments, the new model has become widespread quite soon. Owing to the developers of the new institutional design theory, Silverman and Sacazza (Moran 2005), it has become well-known and recognized by the most prominent scientists of the educational theories.
Noticing that the self-organized learning results in the high quality of the knowledge obtained, the scientists suggested that the new model of the learning theory should ground on the idea of self-controlled learning. Such an approach must be applied only to the college and university studying, for the students at school will hardly be able to take the responsibility of full self-control in their studying; it must be admitted that at such age they still need scholarly guidance and the teacher’s control. Yet the theory of self-guidance has proved to work perfectly well with the college students.
Creating the new pattern for teachers to follow in the instructional design, Silverman and Sacazza followed the principle of the learning theory and suggested that students should acknowledge their learning styles themselves so that they could adjust the classes to their temper and specific traits of character: “they should apply their knowledge of their learning styles whenever they find their study behaviors are insufficient.” (Moran 2005, p.19)
Meeting the Needs of College Students: On the Reasonability of Specific Approach
Despite its obvious that the chief goal of a teacher is to convey the learning material to the students so that they could build their arguments using the theory. However, whether this could be achieved without using the specific approach to each of them is a question that has to be solved. On the one hand, the time-consuming and complicated instructional design which includes thorough calculations of the needs and abilities of every student is rather binding. Yet, on the other hand, the speed of the learning process might increase times as the personal approach is applied. Thus, the reasonability of the specific approach is rather a controversial issue that requires further research.
According to Tucker (2003), the teaching style influences the perception of the subject to a considerable extent. One of the most promising styles, the cognitive one, is supposed to encourage students on independent researches. Still, Tucker emphasizes the necessity to balance between an individual and a group, coordinating both each student’s perception of the material and the group interaction. As Zapalska (2002) mentioned,
The most important conclusion that can be drawn from these studies is that students from different subcultures can have different patterns of preferred learning strategies. Culture defines the values, customs, beliefs, communication patterns and aesthetic standards that are passed from one generation to the next. (138)
Drawing the line between the group training and the individual development of each student, it is obvious that each must be provided and checked by the teacher. Since every element of the whole group is equally important, it is necessary to find the golden mean between them both.
Choosing Between Nature and the Nurture: Is Compromise Possible?
Another important aspect of modern studying which proves the necessity to apply the learning theories to practice is the balance between nature and nurture. According to the researches held in the sphere of studying, the problem is on the agenda of the contemporary college and university studying.
Since people are social animals and have the instincts which can be used in the training process, the idea of teaching through nature has its point. However, it must be admitted that a man must cognize certain things consciously, which leads to a certain conflict between nature and nurture.
Such opposition is bound to find its solution in the famous golden mean. While nature allows students to be competitive and inflames their scientific interest together with excitement, which makes them digest the course material better and makes them strive for leadership, the nurture provides food for their minds and allows them to think productively. In other words, nurture is what students need in terms of spirituality. This, it is desirable that the choice of nature or the nurture approach could depend on the individual needs and wants of the students.
According to what Van Der Sluis (2002) says, the compromise in balancing the spiritual and the material can be achieved. Learning the aptitudes of the students and deciding whether it is more important for them to succeed in the world of business or to pursue the scientific issues in search of the absolute truth, it is necessary to conduct the mixed policy, emphasizing either nature or the nurture. The former will be designed for those students who feel the urge to establish themselves as businessmen, while the latter will suit the students who indulge in science.
The Importance of Cultural Aspect of the Learning Style
Another issue which most of the modern pedagogues find confusing and requires a lot of discussions is the cultural aspect. Whether the cultural peculiarities of the students must be taken into account when designing the instructional design is quite an issue nowadays. With the variety of students of various descents, the problem seems more than topical – it is gradually becoming urgent.
With the help of the cultural issue taken into the pattern of the lesson, it will be possible to reach the understanding with the students on the level of the subconscious. Touching upon the notions which are familiar to the students, it will be easier to help them understand the new notions and theories. As long as the students will be able to associate the terms and notions of the subject with something familiar to them, they can understand the subject completely. Thus, the element of specific cultural issues must be present in implementing the instructional design.
The most important conclusion that can be drawn from these studies is that students from different subcultures can have different patterns of preferred learning strategies. Culture defines the values, customs, beliefs, communication patterns, and aesthetic standards that are passed from one generation to the next. (Zapalska 139)
Because knowing cultural background, a teacher can establish closer contact with student s and achieve better understanding, it is extremely important that learning should involve the focus on the subject in the perception of another culture. With the help of such an approach, students will conceive the material from the position of their own culture and using their background knowledge, which is therefore very important.
Balancing on the Edge: An Individual and the System
Although people tend to flock into groups and follow the group decision, creating the instructional design presupposes that the needs and wants of the individuals must be taken into account as well. Evaluating the importance of an individual in a group, one cannot help admitting that the teacher cannot allow even losing a single student. Thus, it is required that the individual problems must be considered as well when creating the instructional design for the classes. As Illeris (2003) mentions,
Learning is, after all, something that happens within the individual and involves specific biological qualities that the human species has acquired over a thousand years (168).
Thus, learning is rather an individual than the group process, and the teacher has to take account of that. Creating the scheme of a lesson, one must understand that students will have to act on their own during the classes, and choose the corresponding activities for them.
What is the most important for the teacher during the simulation in which students have to act on their own in the situations modeled for them is the training of the students’ leadership skills:
Oral communications improved as the individuals learned to give and understand directions, clarify tasks, and share in problem-solving activities (Zapalska 141).
With the help of the individual training and understanding the problems of the one, a teacher will be able to reach understanding in the group and help people arrange their work. Moreover, focusing on the problems of the individuals, a teacher will be able to make the group operate like clockwork. Thus, the instructional design on college and school level must implement the elements of learning theory so that the students could achieve the highest level of both personal and academic development.
Reference List
Illeris, K. (2003). Workplace Learning and Learning Theory. Journal of Workplace Learning, 15 (4), 167-179.
Moran, J. J. (2005). A Model for Self-Regulated Learning. New Horizons in Adult Education, 19 (1), 15-26.
Smith, L. W., & Van Doren, D. C. (2004). The Reality-Base Learning Method: A Simple Method for Keeping Teaching Activities Relevant and Effective. Journal of Marketing Education, 26 (1), 66-75.
Tucker, S. Y.; Stewart, D.; Schmidt, B. J. (2003). Teaching and Learning Styles of Community College Business Instructors and Their Students: Relationship to Student Performance and Instructor Evaluations. New Horizons in Adult Education, 17 (2).
Van Der Sluis, L. E. C., & Poell, R. F. (2002). Learning Opportunities and Learning Behavior: A Study Among MBAs in Their Early Career Stage. Management Learning, 33 (3), 291-312.
Zapalska, A.M., Brozik, D., Dabb, H., & Keiha, P. (2002). Teaching Maori Students Business Issues: An Experiential Approach. Education & Training, 44 (2/3), 138-144.