Learning styles are cognitive, affective and physiological factors that clearly define how a learner copes in a given environment.
Auditory Learning Style
Auditory learning style entails using hearing senses to learn. It involves a teacher talking to learners. In other words, the learner requires information to be read aloud.
Visual Learning Style
This learning style requires a learner to use visuals to learn. These visuals include diagrams, charts, pictures and films. In other words, visual learners make use of their eyes to learn.
Tactile/Kinesthetic
Kinesthetic learners learn best by touching, feeling and experiencing things and material at hand.
Conclusion
Learning styles are important in that they allow people to know and gauge forms of mental representations.
Introduction
According to Keefe (1979), learning styles are cognitive, affective, and physiological factors that clearly define how a learner copes in a given environment. In other words, they are composite features that gauge whether a learner perceives, responds, and works well in a given learning environment. Learning styles can also be defined as educational conditions that favor learning (Felicetti and Stewart, 1992). It is, therefore, necessary to note that learning styles focus on how learners prefer to learn. This means learning styles should not be used to categorize people into learning divisions because people can learn in any of the learning styles. However, people prefer one style to the other.
Auditory Learning Style
The auditory learning style entails using hearing senses to learn. Auditory learners prefer the traditional mode of teaching, which takes a lecture form of teaching. It involves a teacher talking to learners. In other words, the learner requires information to be read aloud. In addition, when verbally presenting information, learners learn best when oral communication techniques are employed. These include voice tone variation to create different meanings.
Auditory learners exhibit unique characteristics. For example, when reading, they prefer to read aloud to themselves. During such a time, they perform two tasks; reading and, at the same time, listen to themselves. In a classroom setup, the auditory learners are not afraid to speak. They participate by asking and answering questions. Moreover, they portray expert explaining skills and, therefore, always want to study in groups. Their other learning strengths are that they are capable learners of foreign languages and grammar. They also follow spoken instructions well. Outside the classroom, an auditory learner likes listening to music, watching movies, and enjoys stage performance, such as acting. They also recall the names of other people and things, including those they hear in movies (Coffield et al. 2004).
They also employ techniques for succeeding in their studies. These include recording lectures as well as taping notes taken in order to listen to them. They also try to recall facts, and they do so by repeating aloud several times and using word association. These learners use audiotapes and watch videos while practicing the language. They attend discussion groups in which they participate actively.
Visual Learning Style
This learning style requires a learner to use visuals to learn. These visuals include diagrams, charts, pictures, and films. In other words, visual learners make use of their eyes to learn. They prefer seeing things and internalizing them rather than hearing them. In the classroom setup, the visual learners prefer written notes and assignments that take to-do lists of nature. It is a reliable method of teaching because the majority of learners are capable of seeing. The learners under this category prefer to watch the teacher demonstrate things and videotapes.
Teachers of visual learners should emphasize visuals such as showing and demonstrating, as clearly as possible. That is, every step of the demonstration should follow all procedures and avoid short cuts. Just like the monkey concept, the teacher should ensure that the learners observe and do exactly as he demonstrates (Vincent, 2001).
Visual learners’ characteristics include learning or studying with charts and diagrams. In class, they prefer reading in a quiet environment. They are good at grammar and especially spelling. They exhibit a taste for colors and fashion as well as an interest in sign language. Since they don’t learn much in lectures, they prefer looking at what they did in class at their own time so as to fully understand.
To succeed in their studies, visual learners watch videos, take notes, outline reading, use highlighters, circle, or underline words. In addition, these learners prefer diagrams, map drawings, and flashcards. They also copy everything that the teacher demonstrates.
Tactile/Kinesthetic
Kinesthetic learners learn best by touching, feeling, and experiencing things and material at hand. Good examples of these types of learners are kindergarten learners. They prefer touching and moving everything they come across. It is important to note that this learning style is maintained by the majority of learners, even as they become adult learners. This is not the case with other types of learning, such as visual learners who drop the style after elementary year and adopt auditory (Hayman-Abello and Warriner, 2002).
According to scholars, most of the learners prefer this learning style. This is because the learners are involved fully in the learning activity. Examples of learning activities that require active participation are science lab, theatre performance, and field trips. Teachers of kinesthetic learners should always give their learners a tactile sense of what to do. Repetition of what is being performed also helps the students to learn well.
Kinesthetic learners are said to be good in sports and other field activities such as science lab in which they play a role. In the classroom setup, these learners are not good at spelling and taking notes. Instead, they prefer studying in noisy environments and do not concentrate for long hours. They also prefer building models when learning. In addition, they like studying with others, such as in discussion groups. They also employ memory games and utilize flashcards when studying.
Combination of Learning Styles
There is no learning style that can be said to be effective than the other. For this reason, the strong points of each style should be incorporated in learning to enhance learning. A combination of various learning styles is important because it results in a style that is innovative, and that involves diverse learning styles of learners. Merrill (2000) says that before using any learning style, it is important to understand the goals and objectives of learning. This helps one to come up with the best learning style.
There is successful learning when two or more learning styles are combined. For instance, when visual and auditory learning styles are combined, the learner employs listening skills such as noting the tonal variation to get different meanings and, at the same time, observe body movements to get extra information (Marzano, 1998).
Kinesthetic learning style is the most incorporated in other learning styles. Many teachers are now emphasizing a hands-on approach to learning. This means that education is not based on a physical approach, but it is taking a language arts approach. It is combined with other learning styles because apart from meeting its learner’s needs, it addresses other diverse needs, including those of auditory and visual learners.
Conclusion
Learning styles are important in that they allow people to know and gauge forms of mental representations. However, the styles should be perceived as preferences by the learners and not a way of dividing the learners according to their learning capabilities. Learning styles should be used to enlighten the learners about their weaknesses and strengths and those of others. Learning styles should be used hand in hand so as to complement each other.
References
Coffield, F. et al. (2004). Learning Styles and Pedagogy in Post-16 Learning: A Systematic and Critical Review: Learning and Skills Research Centre. Web.
Hayman-Abello, S.E. & Warriner, E.M. (2002). Child Clinical/Pediatric Neuropsychology: Some Recent Advances. Annual Review of Psychology, 53: 309-339.
Keefe, J. W. (1979). Learning Style: An Overview In NASSP’s Student Learning Styles: Diagnosing And Proscribing Programs. Reston, VA. National Association of Secondary School Principles.
Marzano, R. J. (1998). A Theory-Based Meta-Analysis of Research on Instruction. New York: Mid-continent Regional Educational Laboratory.
Merrill, D. (2000). Instructional Strategies and Learning Styles: Which takes Precedence? Trends and Issues in Instructional Technology. London: Prentice Hall.
Stewart, K. L., & Felicetti, L. A. (1992). Learning styles of marketing majors. Educational Research Quarterly, 15(2): 15-23.
Vincent, A., & Ross, D. (2001). Learning Style Awareness. Journal of Research on Computing in Education, 33: 1-10.
I tested myself by adopting different learning styles from years ago. What I understood is that the learning style of each person differs from each other and also it varies according to the situation. Richard E. Snow and Marshall J. Farr mentioned in a book named ‘Conative and Affective Process Analyses’ that “learning styles are usually conceptualized and investigated as variables more closely tied to learning tasks than to underlying personality structures.” (Snow & Farr, 1987, p.60).
I came across different such situations mentioned by the author. Understanding each and everything is more important for learning.
The importance of learning came into my mind when I was at school. But during that time, I was unfamiliar with different types of strategies to adopt for learning. Teacher always told me to adopt different methods while learning but during that stage, I didn’t care about it. But when I was at matriculation level I came to realize the importance of learning styles to get success in life. “An experiential learning cycle is a means of representing sequences in experiential learning.” (Experiential learning cycles, 2009).
In the earlier stage, I tested myself with the learning styles formulated by Kolb and I found that my learning style is diverging as per Kolb’s LSI Scoring Chart in the (Figure – 1). I found that my highest score was in the concrete experience, which reflects shows that I understand more through practical experience than reading. From this I understood that I have to concentrate more on that particular area. I also realized my strength and that is I am very much interested in meeting other people and I am highly imaginative. I have also found that I have a tendency to feel because I am an emotional person. It means that I make decisions based on my own principles. It was also found that I take more time for taking a decision. The learning style is based on the experience and situation of the person. This is very clearly depicted in the Kolb’s Learning Cycle (Figure – 2). “David Kolb and Roger Fry (1975: 35-6) argue that effective learning entails the possession of four different abilities (as indicated on each pole of their model): concrete experience abilities, reflective observation abilities, abstract conceptualization abilities and active experimentation abilities.” (Smith, 1996).
I have chosen three skills that have highly influenced my life throughout my studies and my work life. It was the period when I realized my strengths and weaknesses in my skills. I never considered it as a weakness, it is the area where I have to improve myself. I was having a strong determination in my mind that I will develop my strength and I will try to concentrate on those areas where improvement is required. This will help me to be more effective in my work life and in the learning process. In this journal, I will create a link between my learning style and the skill which I have to develop. I will also use theories so that the weaknesses and strengths in my personality can be clarified.
Managing Conflict
The first time when I applied my conflict managing skills was when I joined my work as an HR manager. I was responsible to handle many problems. Even though it was considered a big problem, this gave me an opportunity to develop my conflict managing skills, which I never recognized before. As an HR manager, I had to create a harmonious relationship among the employees and I was the responsible person to handle any conflict that arises within the organizational setting.
I also realized that there are different ways to solve different problems. All the problems that are arising in the college can be solved very easily when compared with the conflict in an organization. “Conflict management is the process of planning to avoid conflict where possible and organizing to resolve conflict where it does happen, as rapidly and smoothly as possible”. (Conflict management, n.d).
Managing conflict is not an easy task. For solving the problem, the first requirement is to analyze the root cause of the problem. Without having a clear understanding of the problem, it is not possible for any person to solve it. The conflict can be managed effectively by using a participative decision-making strategy. This decision-making strategy will bring all the members to the conflict and each party can express their problems and their requisitions. Based on the opinions from the different members, more ideas will be generated and based on these ideas appropriate decisions for solving the conflicts can be derived. Conflicts are general in every organization, but it becomes severe when proper attention is not given by the respective authority. For solving the conflict within the organization, it is better to make both the parties sacrifice something on both sides. The decision taken should be beneficial to both the parties to the conflict. There are some people who use autocratic style to solve the problem, but this type of solving conflict is not possible in the current scenario. Before going for a conflict resolution, we should be able to recognize the demands of the conflicting parties and should also analyze the best way to solve the problem which should not create any further problems in future.
Conflicts arise due to the disagreement between the parties in the organization. In my study life and in my work life I realized that the resolving conflict is not an easy task. Before solving the conflict the root cause for the problem should be identified and remedial measures have to be taken for solving those problems.
“There are five strategies from conflict management theory for managing stressful situations.
Collaborating: win/win
Compromising: win some/lose some
Accommodating: lose/win
Competing: win/lose
Avoiding: no winners/no losers.” (Conflict management strategies and styles, 2008).
In the collaboration or win-win strategy, both the parties to the conflict will focus only on winning on their part. Both the parties will not forgive anything for the other party. It consumes more time and also takes advantage of the cost of the other party.
In the compromising strategy, both the parties to the conflict will gain or lose something equally. The parties to the conflict will agree upon a particular decision and based on that decision, the conflict will be resolved. The accommodating strategy followed is “I lose you win’.” (Conflict Management Strategies and Styles, 2008). In the competing strategy, only one party to the conflict will win. It follows “’I win you lose.” (Conflict Management Strategies and Styles, 2008).
In the avoiding strategy there is no gain for both the parties. There are some tips to avoid conflict within an organization. Never hope that the conflict will be resolved without taking any action against it. If we fail to recognize the reason for the conflict, it will lead to serious problems. “An unresolved conflict or interpersonal disagreement festers just under the surface in your work environment”. (Susan, 2009).
All the members of the conflict must be present while taking decisions so that we will be able to recognize the wrong aspects and the decisions can be taken based on the opinion of all the members. The person responsible for taking a decision should be able to identify the right and wrong aspects of the problem and must be able to take a right decision.
The conflict is caused not only by the parties to the conflict but also by external forces. The entire antagonists should be brought together so that everyone can present their own viewpoint. The parties to the discussion should be able to give appropriate suggestions regarding how to solve the conflict. As a responsible person, we should be able to provide guidelines for the employees to solve the conflict. There should be true commitment among the employees in solving the conflict. By following all these tips we can solve the conflict to some extent.
Self-Awareness
During my past relationships with my family, schoolmates, college mates and with my colleagues I came to understand that self-awareness is very important. “Self-awareness includes recognition of our personality, our strengths and weaknesses, our likes and dislikes.” (Self-awareness, 2003).
My knowledge about self-awareness came into my mind as I grew up. My life taught me the importance of self-awareness one needs to build up. When I was very young, during school time I really fought with my friends while playing. When I went out with my parents I always cried to buy some sort of products from market. I remembered once I sat on the road crying and shouting when my father refused to buy the product that I wanted. All these happened just because I was very small and I was not having awareness. When I grew up, the situation changed. It is during college days and while at work as an employee I came to realize the importance of self-awareness. When I was under pressure during studies and also at work it was my self-awareness that made me move forward under stress and pressure. My self-awareness made me think a lot while taking some proposals to do something.
In my life, I faced lots of situations, which went well and not so well because of ups and downs in self-awareness. It is during my college days I came to realize the importance of self-awareness very well. While making presentation, first time I realized the importance of self-awareness. It was a big failure and I could not impress anyone during my first presentation. I was surprised “at the success of other people and wonder” how others have become more successful while presenting. (McMahon, n.d., p.1).
Later I realized that I need to have more self-awareness to become successful. From that day onwards I concentrated on the performance of my classmates while they were making presentations on the stage. Later I watched others’ performances and created awareness in me. From next time onwards everything went well. Same kinds of situations happened in examinations also. At first time without having any awareness or having no idea how questions will come for exam I took part in the examination and failed. Next time I prepared myself beforehand by collecting previous question papers and I came out with flying colors. Here also self-awareness reflected in me. “Self-awareness theory proposes that behavioural and cognitive changes following self-focused attention result from a comparison between a salient behavioural or cognitive aspect of the person and a relevant internal standard of correctness.” (Hormuth, 2006).
Lack of self-awareness put me in a hazardous situation when I was studying for matriculation level. During this period everyone needs to submit a project. My friend and I submitted a self-constructed project and we both expected a good grade. But to our disappointment, we were scolded by the teacher for using someone else’s project. We were not aware our senior had made that same project. “To add salt to the wound” (Chow, n.d.).
Many of our classmates got good grades. They had made simple projects using placards and various other objects. We got very low grades compared with others. This thing might not have happened if I looked at what others were doing, without going behind my friend. Lack of self-awareness created the entire problem. To improve the situation or not to happen these kinds of things in future I developed consciousness in me, such as likes and dislikes, wants and don’t wants etc. Also by not following someone else’s instruction and doing something, I made myself think about the pros and cons of all before doing anything.
For future there are various methods to follow in order to create self-awareness. To become successful in life I need to always expand my self-awareness. To do this, I need to be very well aware of the skills I have. By identifying my skills and abilities I can reach stronger position. Also, I should be able to know about my interests. Interests can be in any activities, jobs doing, tasks etc. Next important thing is if I decide to apply my skills then I should be aware of which values are important to me. Different values can be autonomy, altruism, collaboration, leadership, risk-taking etc. “Personal qualities and attributes will determine” how I approach work and life. (Developing self-awareness, 2009).
Personal quality will determine whether I am a good team player or not. I should be well aware of how friends and colleagues described me. Also there are some questions I must be able to answer to analyze my self-awareness such as whether I can adapt to new environments and people very easily, whether I can work better while in a team or not, whether I am sturdy or dependable, whether I am a person who struggles with setbacks. I always keep answers to these questions in mind, which will create lots of differences in me in future.
Managing Relation
Managing relations is one of the important possessions one should need to get success in life. Maintaining a good relationship won’t make any kind of isolated feeling.
In my past experience “interpersonal relationship skills help us to relate in positive ways with our family members and others.” (Interpersonal relationship skills, 2003).
Every time my family members supported me in any kind of situation, it was just because of maintaining good connection with them. Relationships don’t just take place automatically. It will happen only through gaining knowledge, understanding about the people and through experience. From this, it is clear that “only through outstanding communication that the best relationships get developed.” (Managing relationships, n.d.).
Because of maintaining good relationship, even now my schoolmate named Joe has contact with me. It is just because of maintaining pretty good understanding of each other and also lots of help done each other. To strengthen this point, when I got a job in MNC I found atmosphere of the company was not friendly. Everyone was busy with their work. But, on first day during lunchtime, I found Joe in the company and I was seeing him after long years. Joe did all sorts of help to me without asking anything to him and just because of him, unfriendly atmosphere of the company became friendly to me.
Managing relations has got two sides. Either it can go well or not so well. I will point out two situations that have happened to me from my company. CEO of the company assigned me to take charge of two clients – one from our country itself and other from West. I could communicate very easily with the clients who came to our company from our country itself. There was no problem in dealing with them. They openly talked about the whole issue about the project that they are handing over to our company for completion and everything ended in very good manner. On other hand, while handling clients from West I experienced a very difficult situation to manage. From the beginning of the talk itself frustration built up. Clients put some restrictions on me and they were not ready to hear our terms and conditions. This situation put me under pressure because as per company’s guidelines, dealing with clients should always be with smiling faces even if there are misunderstandings. All these put me under stress and all my self-confidence began to deplete away. What kind of analysis I made here is cultural differences have got important role to play in building relations. “A relationship covers a wide variety of concerns, including social skills, communication style, and intellectual compatibility.” (Relationship compatibility, 2009).
Managing relation theory suggests, “It is through behavioural patterns that each person within relationship is capable of manipulating the other and expressing satisfaction or dissatisfaction.” (McCoy, 2000, p.115).
Theory says that it is one’s behaviour that plays an important role in managing relations. It is the same thing that happened to me with Joe. We both maintained very good relations from younger stage itself and that put great foundation for our relationship that cannot break. To have a solid foundation in managing relations, it is important to have three important things such as build, explore and establish. Build “a foundation of appreciation and respect.” (Building a healthy relationship from the start, 2009).
Make effort to say thank you even in small opportunities with others rather than pointing out mistakes frequently. Try to explore other people’s interests so that there will be long list of things to enjoy each other. This is what my life explores to me. Take care of each and every one by understanding them very carefully. Saying sorry or apologizing will help to gain trust of other people. All sorts of things in building a good relationship, that is build, explore and establish are familiar to me when I grew up. These three things are very important for people to maintain a good relationship with everyone; it can be among family members, partners, friends, colleagues etc.
To maintain very good relationship with everybody in future, one important thing I need to take care of is to have effective communication. Communication skills can be developed by participating in various communication development courses. A good relationship won’t occur without a good communication or it is very difficult to manage a relationship with a lack of communication. In the future, I will be very much aware of these things to maintain good relations with others. Be aware of everyone and understand their interest and act according to that. Let others know what my interest is. I will focus more on compromise and negotiate on different things that I want from others. Never demand on others to meet all my requirements and expectations. This is not a good thing for establishing a good relationship. Try to see everything “from the other’s point of view.” (Building a healthy relationship from the start, 2009).
This won’t mean I always agree with others all the time, but rather than that I can show respect and understand others’ feelings, views etc. I must always try to be sincere and honest towards others. If any kind of critical situation arises in relationship, there is no need to hesitate to seek professional help very early itself rather than keeping it for last moment. I will try to treat others always in the best possible way.
Reference List
Building a healthy relationship from the start, 2009. The University of Texas at Austin. Web.
Chow, E., Excuse me, where is your sense of self-awareness? Goal Setting College. Web.
Hormuth, S.E., 2006. Self-awareness and drive theory: comparing internal standards and dominant responses: abstract. European Journal of Social Psychology. Web.
How to determine one’s learning style, 2009. eHow. Web.
Interpersonal relationship skills, 2003. The Way to Happiness.org. Web.
Managing relationships: when managing relationships goes wrong. Impact factor: More Than Just Training. Web.
McCoy, M.D., 2000. Domestic policy narratives and international relations theory: Chinese ecological agricultures a case study. University Press of America.
McMahon, G. The top ten tips for achieving success. GladeanaMcMahon.com. Web.
Relationship compatibility: the social connection, 2009. Search Your Love. Web.
Self-awareness, 2003. The Way to Happiness.org. Web.
Smith, MK., 1996. David A. Kolb on experiential learning. infed. Web.
Snow, RE. & Farr, MJ., 1987. Conative and affective process analysis. Routledge.
Susan, M., 2009. Workplace conflicts resolution: People management tips, managing your human resource. About.com: Human Resource. Web.
Using your head to manage conflict help card, 2008. conflict911.com. Web.
Learning is a challenging task to do because it requires all of the individual’s concentration, dedication, and persistence to succeed. The course proposes learning techniques which help to study, memorize information, and apply it. There are several teaching and learning strategies, which are universal; however, there are also useful techniques for an individual approach. The course helped me to understand the methodology of learning, what is necessary, how to use new knowledge and preserve it. Hence, it is a critical module that sets the basic understanding of how teaching and learning work together, instead of focusing on studying only.
Before the course, I had a stereotype that education utilizes reading as a primary method. In fact, all a student has to do is read, reread, and memorize information. However, this habit was proven to be ineffective, according to the course’s methodology. The active learning consists of writing and modeling a situation which uses the studied material. Hence, I changed my attitude to memorizing and manipulating with the learned information. The priority for me is to repeat the content by writing about it and trying to teach someone else, as these are practical techniques to increase comprehension and fill the gaps I might have. Nonetheless, overall I have become more of an active learner, more involved in learning, instead of only reading and seeing examples.
The understanding of how learning works and how it influences the overall academic success helps to prioritize the core aspects of education. For instance, instead of concentrating on an ineffective approach, it is more natural and more beneficial to take some practical tasks and test a real level of knowledge one has. By having a list of priorities, it is possible to manage time better as useless techniques should not take as much time as the effective ones. Typically, the student learns and reads everything without any system or time management, which decreases academic success. I believe prioritizing methods and subjects will improve my grades significantly as I would not spend limited resources on something irrelevant.
The module clearly states that writing is a vital component of any successful learning experience. It is a primary tool to memorize and use the knowledge in the future. However, nowadays, writing is underestimated, but it is one of the most effective techniques to learn anything. I would try to use writing as much as possible during lectures and labs as it positively influences memorizing and comprehending new information. As the course suggests, it is a universal method for everyone, despite one’s preferences. However, it is necessary to consider carefully what kind of information is important and what is useless for the course and oneself. A lack of a plan could create an unhealthy environment for education while prioritizing the tasks prevents it.
Overall, the course provides valuable and applicable information which helps to understand the methodology behind teaching and learning. It is a difficult job to study and be open to new information. However, it improves one’s understanding of the academic courses and experience from learning. Therefore, the course is useful and could be applied to different disciplines in the future. Without these concepts, new information would be much more ineffective and forgettable. New information needs time and effort to stay inside one’s head and be used as a helpful tool in the future. My personal, academic success and the level of understanding would only benefit from the strategies I have learned.
Nowadays, just as decades before, education plays an essential role in people’s socialization, economic and social statuses, and career. Indeed, the better a person studies, the easier it is for them to acquire the necessary social and personal skills like decision-making, creativity, responsibility, time-management, and critical thinking. However, one can see a negative pattern in education facilities: more frequently, students receive information presented in the same way and get evaluated following the same criteria. Nevertheless, people are different, and it may happen that two students perceive information via two different channels. For example, while one can perfectly process and memorize audio information, the other can remember pictures but fails to interpret audible data. In other words, it is recommended for educators to use various learning styles, including the key four: visual, auditory, reading and writing, and kinesthetic kinds (VARK). Both students and professors may be interested in defining the most effective learning style. The following literature review will focus on the comparison and contrast of the four approaches to learning techniques to define whether all of them are equally effective.
Literature Review
Necessity of the Four Learning Styles
To begin with, it is essential to define the learning styles and assess whether or not they are important for academic achievements and better performance. In their research, Mozaffari et al. (2020) explore the relationship between the VARK learning styles and students’ classroom skills. As noticed by the authors, “the learning style is defined as a combination of cognitive, emotional, and physiological traits that show how the learner perceives and responds to the learning environment” (Mozaffari et al., 2020, p. 15). Most students can perceive and process information equally effectively with the help of more than one style.
Further, all students have their own preferences in learning styles, which either foster or prevent their education successes. Thus, “understanding the learning style of learners can be effective in organizing and modifying the learning environment and teaching and learning process” (Mozaffari et al., 2020, p. 15). What is more, this understanding “becomes necessary to identify how learners concentrate, absorb, and transform the information they receive into knowledge” (Lizote et al., 2019, p. 1). Consequently, if a style is selected incorrectly, it will be either extremely challenging or impossible for a student to achieve higher performance, memorize information, and acquire the necessary skills. This is the reason for distinguishing between the four learning styles, and this is why it is recommended for educators to be aware of this division and choose the appropriate style for their students.
Effectiveness of Visual Style
The visual style is one of the four main learning styles. According to Mozaffari et al. (2020), “visual learners learn through watching videos, images, and figures” (p. 15). It is necessary to notice that not all people can perceive and process visually presented information. For some, it is quite challenging to focus simultaneously on various aspects and areas of a drawing, figure, or video, and a major part of the presented data becomes forgotten immediately after the graphic source disappears (Mozaffari et al., 2020). Nevertheless, this learning style is quite important and beneficial because it may allow students to develop some useful skills and advance their perception of information.
For some students, it is more beneficial to base their academic program on a visual learning style, with the main presentation of information in flowcharts, diagrams, images, and interactive simulations. According to Raiyn (2016), students’ analytical thinking skills, including higher-order thinking, can be improved by using a visual learning style, which proves the latter’s effectiveness. Further, as noticed by the researcher, “75% of all information processed by the brain is derived from visual formats,” and “visual information is mapped better in students’ minds” (Raiyn, 2016, p. 115). When students can see information, most of them tend to better perceive, process, and memorize it. What is more, another positive effect of the visual learning style is that it enables students to develop visual thinking – an ability to “understand and retain information better by associating ideas, words and concepts with images” (Raiyn, 2016, p. 115). Consequently, it is possible to say that the mentioned advantages of the visual learning style prove its efficiency and positive effects.
Effectiveness of Auditory Style
Further, it is vital to explore the second learning style known as aural or auditory. Similar to the previously discussed learning style, this one is also approved and considered rather beneficial by researchers. As stated by Kayalar and Kayalar (2017), the “auditory learning style enables auditory learners to learn best by hearing or through verbal communication” (p. 4). Such students can easily memorize the information they hear, as well as use auditory representation to perceive data. Loudness, pitch, and tone are the components essential for these students. The most frequently used sources of information are videos, audio, reading aloud, and conversations. It is noticeable that auditory learners find it rather easy to listen to professors giving lectures and do not necessarily need to write the information down to remember it.
The following are the key characteristics of auditory learners: “getting information by listening, preferring listening to reading or writing, having difficulty in communicating through body language and facial expressions” (Kayalar & Kayalar, 2017, p. 5). Some other characteristics are “having the ability to reproduce symbols letters or words by hearing them, finding written directions more difficult to follow than spoken ones, enjoying dialogues, plays, dictation, and to favor music” (Kayalar & Kayalar, 2017, p. 5). Further, in their research, the authors provide beneficial effects of auditory learning on students. According to Kayalar and Kayalar (2017), such learners can actively participate in group discussions, learn by talking, be successful in language immersion learning, memorize facts easily, be more talkative, and build up more complex and comprehensive sentences. Overall, the effectiveness of the auditory learning style is proved by the previously mentioned skills and advantages, and it is possible to say that this style is as valuable as the visual one.
Effectiveness of Reading and Writing Style
Reading and writing is the third basic learning style that also provides students with a variety of advantages. To begin with, as evident from the name of the teaching method, those students who prefer it use their reading and writing skills to process and then memorize information (Allen et al., 2010). In other words, while visual or auditory learners need to see or hear data, respectively, some students need to write something down or read it silently or aloud to understand better. It is possible to say that this learning style is the most traditional one, unlike the kinesthetic method that is discussed in the following section (Othman & Amiruddin, 2010). Consequently, such learners typically find it easier to study at education facilities because most teachers focus exactly on this learning style, making students read many texts and write down lectures.
It is possible to say that the reading and writing learning style is also very advantageous for students because it allows them to develop various beneficial skills. For example, as noticed by Allen et al. (2010), learners who prefer this style find it easier to interpret the meanings and key ideas of texts, prepare written assignments, retell paragraphs and poems, and use dictionaries. Finally, the reading and writing learning style improves students’ abilities to concentrate, paraphrase and summarize, select quickly among multiple choices, and work well with manuals.
Effectiveness of Kinesthetic Style
Finally, the fourth learning style is the kinesthetic one, and it is possible to suggest that the literature review concerning its effectiveness will show that it is as beneficial as the previous three styles. As defined by Gashgari (2017), “this teaching strategy involves students with the physical activities to understand the subject” and is considered to be one of the most effective learning styles (p. iv). To be more precise, this learning procedure’s main characteristic is the engagement of students through physical activities in order to allow them to better “understand the concept of the lecture rather than just listening or watching demonstrations” (Gashgari, 2017, p. 1). For some learners, it is torture to sit still and listen to their professors, watch a video, or communicate with their peers. Instead, they need to be able to walk around the classroom or be engaged in any other physical activity to process and remember information correctly.
The author of the study conducted a survey in order to explore the students’ preferences related to the four main learning styles, and the results were surprising. Overall, “the highest preferred learning style among the Arabic surveyors is the Kinesthetic Learning Style with 52.4%,” meaning that students indeed find this method beneficial and contributing to their academic success (Gashgari, 2017, p. 15). Finally, the benefits provided by this type of learning involve the improvement of analytical and critical thinking skills, as well as the ability to find the necessary information.
Conclusion
To draw a conclusion, one may say that it is impossible to select the most effective learning style because all four of them are equally beneficial and efficient. Indeed, the literature review demonstrates that visual, auditory, reading and writing, and kinesthetic teaching methods can provide students with a vast number of advantages and improve their skills. What is more, during the literature review, no serious limitations or disadvantages of the aforementioned learning styles were detected (Chaudhry et al., 2020). Therefore, since all of them are effective, it is recommended for educators to choose those that best fit their students.
Methodology
Research Question
Which of the four main learning styles, namely, visual, auditory, reading and writing, and kinesthetic (VARK), is more effective for students?
Hypothesis
All four main learning styles are equally effective, and the outcome depends on whether the selected style is best for a particular student.
Research Design
It is possible to say that two research designs, namely, comparative and descriptive, can be used in this study. First, each learning style and all of them, in general, will be described to create an understanding of the necessity of their existence, as well as their role in students’ academic performance. Further, since the research question focuses on the effectiveness of these learning styles, it is vital to compare and contrast them, examining whether or not they are equally useful.
Population and Sample
The population chosen for this research are Prince Sultan University students. Overall, this education facility seems to be appropriate for examining the effects of the four learning styles on students’ academic achievements. This is the first private university created in Saudi Arabia. Since it offers several different programs, including architecture, information sciences, business administration, engineering, humanities, and law, it is likely that the results of the research will be trustworthy. Further, precisely this university is selected for this study because the PSU aims to provide the community with quality education, so it is rather insightful to evaluate how different learning styles affect students.
Prince Sultan University students are of slightly different ages and come from different backgrounds, having varying academic performance and income levels. Since different additional factors may influence the effectiveness of the learning styles, it is essential to take a diversified sample. Therefore, the total sample size will be 240 students: 40 from each PSU college. Such a number seems to be enough to gather data and come to specific conclusions. Half of the sample will be females, and the other half will be males, and the age range will be between 18 and 22. The participants will be selected randomly to exclude any bias.
Data Collection Tool
It is essential to notice that a mixed approach that will address both quantitative and qualitative data is most beneficial for this research. First of all, since a major part of the research is literature analysis, a qualitative approach is required. It will allow gathering the necessary information, assessing the views and opinions of academics, and evaluating the four learning styles as valuable tools. Further, quantitative data is also required to refer the findings to the Prince Sultan University students. It is possible to suggest that surveys and interviews will be effective for collecting quantitative data. For example, a 5-point Likert survey scale can be used to gather information from all 240 participants – such a method is not time-consuming but allows for engaging all experimented students. Further, to add to qualitative data, a total of 12 participants (6 males and 6 females, 2 from each college) will be interviewed. Such an approach will expand the gathered information and data and contribute greatly to the research.
Surveys
As mentioned above, surveys will allow to collect information simultaneously from all participants. Considering the fact that students usually lack free time, online surveys are selected instead of personal meetings or phone questionaries. Additionally, such a method will not require the manual calculation of the results as they will automatically be grouped in the database. All participants will have access to the survey via their university website account or WhatsApp groups. Overall, the survey will consist of 20 simple questions, and it will take students no more than 10 minutes to complete the questionnaire. While it will be anonymous, the first four questions will be about the participants’ age, gender, economic background, and race. Further, the rest of the survey will be dedicated to the questions about learning styles. For example, the students will need to assess whether they can process and memorize information when it is presented in visual, audio, written, or kinesthetic form. What is more, the participants will be asked about those learning styles that their professors use most frequently and whether these styles are effectively incorporated.
Interview
As mentioned above, 12 students will be invited for an interview to further expand the findings and add to the collected information. Overall, the interview will take 20 to 30 minutes, and the students will be asked from 15 to 18 questions (additional ones may be asked based on the previous answers). The selected participants, including 6 males and 6 females, will be invited via their emails or WhatsApp accounts, and the interviews will be conducted at Prince Sultan University. The responses will be recorded on the smartphone since this is the easiest and most appropriate tool. Prior to the interview, the participants will be asked about their readiness to answer the questions, informed about anonymity, and offered to respond either in Arabic or English language.
Data Analysis
It is indicated earlier in the proposal that both quantitative and qualitative data will be collected to answer the research question. The former will be analyzed through descriptive statistics with the help of either SPSS or JMP software – both of them are known to be rather useful and effective for data analysis. As for qualitative information collected through literature review and interviews, it is possible to state that content and narrative analyses will be effective. The results of the students’ interviews and surveys will be compared and contrasted to detect the patterns.
Expected Findings
My research proposal is aimed at compiling a list of the main learning styles, as well as their indicators and differences between them. The main points of my literature review are the analysis of the effectiveness of four core approaches to various learning styles, which include visual, auditory, reading and writing, and kinesthetic kinds (VARK) (Cimermanová, 2018). In the methodology section, I use the analysis of scientific literature since it helps to identify the inherent features and properties of the described learning styles in order to study their effectiveness more specifically.
In my research study, I expect to find a comparison of the effectiveness of each of the teaching methods compared to others. I want to identify the level of memorized information for different groups of students when using the methods that I have described. In my opinion, my hypothesis will most likely prove correct at the end of the research. I think that an analysis of the scientific literature will show that, indeed, all learning styles are equally effective. Their impact on academic performance will only depend on the availability of an individual approach and the selection of the most appropriate method for each of the students (Cimermanová, 2018). The importance of my study is due to the influence of the right choice of learning style on the effectiveness of the educational process, and both teachers and students will benefit from my study.
The limitations of my current research are due to the impossibility of identity verification of the effectiveness of all learning styles. Even when selecting materials of the same complexity for memorization, external factors will play a role, for example, such as fatigue or lack of sleep in the experimented students (Cimermanová, 2018). Recommendations for future research include a study of learning styles from other less popular and less known classifications.
References
Allen, K., Sheve, J., & Nieter, V. (2010). Understanding learning styles: Making a difference for diverse learners. Shell Education.
Chaudhry, N. A., Ashar, A., & Ahmad, S. A. (2020). Association of visual, aural, read/write, and kinesthetic (VARK) learning styles and academic performances of dental students. Pakistan Armed Forces Medical Journal, 70(1), 58-63.
Cimermanová, I. (2018). The effect of learning styles on academic achievement in different forms of teaching. International Journal of Instruction, 11(3), 219–232.
Kayalar, F., & Kayalar, F. (2017). The effects of auditory learning strategy on learning skills of language learners (students’ views). Journal of Humanities and Social Science, 22(10), 4-10
Lizote, S. A., Alves, C. R., Teston, S. D. F., & Olm, J. W. (2019). Learning styles, academic performance and teaching evaluation. Revista Catarinense Ciên Contábil, 18, 1-16.
Mozaffari, H. R., Janatolmakan, M., Sharifi, R., Ghandinejad, F., Andayeshgar, B., & Khatony, A. (2020). The relationship between the VARK learning styles and academic achievement in Dental Students. Advances in Medical Education and Practice, 11, 15-19.
Othman, N., & Amiruddin, M. H. (2010). Different perspectives of learning styles from VARK model. Procedia-Social and Behavioral Sciences, 7, 652-660.
The complexity of any learning process requires individuals to ensure that they are self-aware in terms of information channels that work best for them. One of the most efficient ways to define these peculiarities is to conduct a self-assessment on the matter of learning styles. Thus, according to the assessment results, the following learning styles are most common for my cognitive specifics:
Active learning – 5;
Sensing learning – 3;
Global learning – 3;
Visual learning – 1.
Considering these results, it should be outlined that all the aforementioned learning styles were used in juxtaposition with other options, with indicators varying between 1 and 3 indicating that a learner might appeal to both learning options without significant difference in terms of the outcomes. Thus, it means that during my learning process, I may use sensing and intuitive, global and sequential, and visual and verbal approaches with barely any impact on the result. However, as far as the “active – reflective” learning paradigm is concerned, it should be emphasized that the former tends to be more efficient for my perception of information, whereas reflective learning could become challenging for me in some cases.
When speaking of active learning as the most suitable approach to the process, it stands for one’s tendency to perceive information better when cooperating with others and experimenting with things instead of reflecting on the theoretical fundamentals of the item. According to the researchers, some of the most successful strategies of active learning include promoting an interdisciplinary approach to the new information and critical evaluation of the matter within a group (Misseyanni et al., 2018). Thus, to memorize and understand the information, it is necessary to find ways to connect it to the already known information through the means of active discussion or experiment. In such a way, hands-on learning will contribute to one’s ability to recognize the actual value of the knowledge provided.
Reference
Misseyanni, A., Papadopoulou, P., Marouli, C., & Lytras, M. D. (Eds.). (2018). Active learning strategies in higher education. Emerald Publishing Limited.
Surprisingly, the exciting learning styles lack scientific evidence to support them. Tutors and other education stakeholders acknowledge the need to assess and identify the most effective learning technique that might match the specific students’ distinct interests and values. Moreover, many reports emphasize the significance of valuing every stakeholder’s preferences before implementing a specific learn particular learning initiative (Kirschner, 2017). Thus, the author’s decision to discredit the relevance of the learners’ self-reported preferences in promoting learning is amusing. Nonetheless, the information herein boosts my knowledge about education elements and the benefits associated with considering them effectively.
I prefer presenters to follow a systematic program rather than overlooking specific essential topics. Logically outlining the course program will enable educators to comprehend the complex data included in a section before considering the next. Such an approach will make it easier for them to link the topics with the subsequent one, increasing their likelihood of the critical players achieving the specific course’s aim. Additionally, applying various forms of non-verbal cues when presenting information is vital. Notably, my preference for the presentation mode does not change depending on the subjects taught.
As a teacher, I believe it is my responsibility to expand a learner’s preferred learning approaches. Sociologists argue that the students’ preference depends on their diverse cultural beliefs and values. Moreover, some people develop various preconceived negative perceptions about scientifically-proven learning approaches known to contribute to the success of the education industry positively. Enlightening them on the benefits of viewing the world using an alternative lens will think of other learning methods and guarantee the education department success after executing their distinct duties. Therefore, expanding the students’ preference will ensure that they meet the particular courses’ outlined objective.
Published in 2010, the article Do They Really Get It? Using the Kolb LSI to Reach Every Student by Kristine Hurst-Wajszczuk claims that Learning Styles Inventory (LSI) helps teachers design lesson plans capable of engaging students with different learning styles. The author explains Kolb’s learning cycle, describes four main learning preferences (GTP), and ultimately explains how this knowledge can be applied in classroom or studio teaching. Hurst-Wajszczuk tries to convince using her own experience that LSI is a great tool for teachers of singing, although it requires more thoughtful planning and more time. This article is published in the Journal of Singing, which shows that the author writes for her colleagues who understand the main concepts and language used.
II. According to Kolb and Fry, learning depends on how students process the learning experience and which preferences they developed. The author presents the main learning activities (processing and perceiving) and four learning processes developed by Kolb: abstract conceptualization, reflective observation, active experimentation, and concrete experience. Hurst-Wajszczuk negates Kolb’s notion that learners usually enter the process at either reflective observation (stage 2) or concrete experience (stage 1) and proceed to the next stages in a clockwise direction. Based on her own observations and experience in the studio, the author claims that students may step into the process at any point and follow in any order. Nevertheless, she agrees with theorists that all stages are essential for successful learning.
The ideal match of teacher’s learning preferences to students’ ones ensures the learning process’s success. Using the LSI and understanding four different learning approaches may help educators reach every student, not only those with similar styles. In this part of the article, Hurst-Wajszczuk elaborates on the qualities of every quadrant of the LSI test. For instance, Accommodator is usually a group leader who values specific experience and prefers to do something first before theorizing about it (Hurst-Wajszczuk, 2010). Reflectors are imaginative students who need a mentor’s support, feedback from peers, and reflective observation to understand things and find solutions to them. On the contrary, Activists do not stand group work, choosing to try it themselves in lab work making mistakes. Assimilators, also known as Theorists, are rational and organized learners that prefer doing research, reading, and analyzing information over talking or lab work. These specific characteristics and behaviors should be taken into consideration by teachers when they design the lesson plans.
Although every student may have a unique learning preference, the students’ groups organizing based on the LSI test helps to plan lessons capable of grabbing the attention of them all. For instance, the author usually encourages the Hearts by telling the applicable story, whereas the Equations are motivated by thorough syllabi availability, including timelines and a class calendar. The Questioners (Active Experimenters) should receive examples to try by themselves (Hurst-Wajszczuk, 2010). For the Products, trial and error are even more critical elements as they appreciate multiple examples with the ability to make mistakes and the absence of penalty. The author applied Kolb learning preferences in a studio setting in a specific weekly assignment. Every student should write a one-page entry, including reflections on the theoretical part (lessons) and further practice sessions, giving room for students with each learning preference. Although such course designing requires more effort and time, advantages outweigh any possible drawbacks. The author concludes that Kolb’s LSI helps to reach more students and consequently keep them in music, college, and continuously learning.
Reference
Hurst-Wajszczuk, K. (2010). Do they really get it? Using the Kolb LSI to reach every student. Journal of Singing, 66(4), 421-427.
People differ in terms of how they acquire knowledge because there are individual variations in information perception, understanding, and memorization. If both students and teachers are aware of their learning styles, the effectiveness of education increases (Chaudhry et al., 2020). Based on such sensory modalities that humans use to interact with the world, Neil Fleming developed a questionnaire known as VARK, which stands for visual, auditory, read/write, and kinesthetic (Chaudhry et al., 2020). I took this questionnaire and received the result that my learning strategies are multimodal, and my scores in all four domains were almost even. In fact, according to the VARK website, it is the most prevalent type of learning in the general population, and these individuals can switch between modalities depending on the situation (VARK, n.d.). Indeed, the test accurately reflected my current learning style because I use various methods to study, but neither approach is superior since it is based on distinct sensory preferences.
My actual and calculated learning styles coincide since I used the multimodal approach in different situations. For example, it is easier for me to use the map to explore a direction or new location. Still, I may consider written instructions and diagrams when assembling a piece of furniture. In my studies, I acquire new knowledge faster if it is presented in written format and contains visual support, like schemes or videos. Overall, this learning model has worked well for me since high school, allowing me to be more efficient in my classes.
The division of learning modalities in the VARK questionnaire was made based on the dominant senses people use. Specifically, visual learners absorb knowledge better with figures, charts, and schemes, while auditory strategy is preferred by people who learn better by hearing information (Hernandez et al., 2020). Read/write learners, as the name suggests, favor reading and taking notes (Hernandez et al., 2020). Kinesthetic learners are those who need to see a real-world application to make valuable connections between ideas and concepts (Hernandez et al., 2020). Mixed strategies, like in my case, imply using different senses for knowledge acquisition. Notably, concept maps that include both visuals and written information were found to be helpful to learners with all of the abovementioned modalities (Wong et al., 2020). Indeed, the dominant senses often determine how a person studies because it means that choosing the learning method that aligns with one’s strongest modality will lead to better outcomes.
Educators should assess their students’ learning styles to know how to improve teaching efficiency by using additional resources that may be helpful for the class. For instance, if most learners prefer the visual method, the teacher should consider including more pictures, schemes, and graphs. However, identifying individual modalities should never be done to show that one is superior to another (Chaudhry et al., 2020). Instead, it allows teachers to know what learning styles are present in a group to use supplementary tools to maximize outcomes.
Learning modalities are essential not only in educational settings but also in health promotion among the general population. This information is needed to influence people’s choices related to their physical and emotional well-being. According to Hubley and Copeman (2018), the target audience’s perception of the presented data about health depends on one’s background knowledge about the field as well as on the dominant senses of individuals. Still, using images, stepwise explanations, schemes, and connections with real-world examples is recommended to ensure an understanding of complex medical topics among non-professionals.
It is possible to use people’s learning styles to influence and motivate them for behavioral change. For instance, if a person with alcohol use issues is identified as a visual learner, showing one all the negative consequences of substance abuse using visual aids may have a greater impact than providing them with written information. People with the dominant auditory system will be more influenced by a discussion in a podcast or lecture (Chaudhry et al., 2020). Kinesthetic learners would likely prefer seeing these health promotion and behavioral change campaigns to be more related to their personal experiences (Chaudhry et al., 2020). Since most people have mixed strategies for knowledge acquisition, these programs have the luxury of including various sets of data to have an impact. Notably, the influence can be enhanced if promotors of a healthy lifestyle obtain data about the audience’s dominant senses using the VARK questionnaire before the meeting or lecture. In that case, this information will help them adjust the methodology of delivering health-related knowledge.
In summary, the VARK questionnaire is a valuable tool that allows determining students’ learning styles based on the assessment of the dominant senses they use for interacting with the world. Five main strategies are described by this method: visual, auditory, read/write, kinesthetic, and multimodal. The test accurately revealed that I use the latter approach in my education, allowing me to adapt to various situations by switching between modalities. This information is critical not only for students but also for educators so that they optimize their teaching techniques to improve learners’ results. Lastly, the VARK tool can be used in traditional educational settings and health promotion.
References
Chaudhry, N. A., Ashar, A., & Ahmad, S. A. (2020). Association of visual, aural, read/write, and kinesthetic (VARK) learning styles and academic performances of dental students. PAFMJ, 70(1), 58-63.
Wong, J. S., Anderson, B., & Gough, M. (2020). Is concept mapping favorable for undergraduates with different learning styles? Journal of Nursing Education and Practice, 10(12), 7-13.
Learning styles refer to the consistent ways in which students use to respond to and use stimuli in the learning context. It also refers to the educational conditions under which students are most likely cable of learning (Ellis 27). Adjusting learning styles is an effective way to improve college grades from a B to an A. through studies of learning styles in my years of study; I have been able to understand my learning category. I am a kinesthetic learner; I process information by muscle movements and experience that are hand and touch-based, I love practical things and using my hand to get things done. This paper provides an assessment of my learning style which I found effective in the course of my studies.
Main body
There are four different learning styles which include; learning through seeing or visual learning, learning through listening or auditory learning, learning through touching and feeling, or kinesthetic learning and through logic (Ellis 32). I have a tendency to remember things or activities that I actually did compare to the ones I was told, meaning I have a good motor memory and coordination.
Apart from this, I enjoy using tools and specifically, I prefer lessons that involve active or practical participation. My motivation comes from my achievements, and whenever I succeed in anything that I feel a desire to do more. I do not prefer to work or study alone; mostly I enjoy and learn more whenever I engage in group discussions. This is in line with my motto that “two are better than one” and the more you involve people the more you learn and acquire knowledge.
I have come to better understand myself and how I can study more effectively by applying the learning techniques that fit the kinesthetic. Before this realization, I struggled a lot in my studies always trying methods that I had seen working for my fellow students. Little did I know that students are different and learning also occurs differently in all of them irrespective of having the same instructor, the same course and even sitting in the same class.
Now I know why some students succeed better than others, it is because they have understood themselves and have chosen a suitable learning style to fit them. Now I am aware that I am a kinesthetic learner with a well-coordinated brain and a strong sense of timing and body movement. I now look forward to putting into practice this newly learned studying technique that best fits my kinesthetic learning habits to make my college experience more successful and enjoyable.
I have done a self-analysis of myself, and I have realized the strength that I pose and the weaknesses which manifest themselves. I have decided to focus more on the strengths, practice them, and build upon them to minimize the weaknesses and their influence.
Being a doer, motivated by achievements, I concentrate all my efforts on what I can do to achieve my level best. My other strengths are that I am outgoing, I like role-playing, and I love taking breaks while studying. These breaks fit well into my study course which involves a lot of lab sessions. I also prefer studying with others in discussion groups where we can exchange ideas, and this fits this learning style effectively.
I am also a natural discovery learner who enjoys using tools and participating in lessons that involve practical involvement. In addition, I tend to remember I do well and this enables me to clearly understand the concepts that were being taught. This practicality assists me in studying and learning more effectively.
Apart from the strengths that I possess, their areas where I have shortcomings which most of the time pull me down and draw me back. Sometimes I find it difficult to sit down in a class for longer periods, o feel an urge to stand up and walk around. This gets serious since in some classes I often doze off when the lecture appears monotonous. To overcome this I will tend to use activities that get me up and moving.
Conclusion
In conclusion, learning styles are of four categories that are; auditory, visual, kinesthetic, and logical learning styles. The effectiveness of each style depends on the type of student using it since not all of them can apply to all the students. In my case, the kinesthetic best fits my situation and trying my level best to better improve myself in this area.
Learning styles are determined by the dominance of a certain group of methods in the general system of teaching methods and techniques. They act as a way of the teacher’s attitude to the ongoing pedagogical activity and communication. There are different learning styles that students adhere to in my group (Figure 1).
Figure 1. Students’ learning styles
Pseudonyms
Preferred learning style
Winx
Emotional and value-based learning style
Tor
Reproductive learning style
Odyssey
Creative learning style
Olympia
Emotional and value-based learning style
Crade
Reproductive learning style
Reproductive Learning Style
The main feature of the reproductive style is to convey factual knowledge. The teacher sets out the content of the material and checks the level of its assimilation. Within the framework of this model, only regulated or dogmatized knowledge is taken into account. The basis of reproductive education is the teacher’s system of requirements for fast, accurate and solid assimilation of knowledge, skills and abilities (Dantas & Cunha, 2020). I would use this style’s inventory to plan activities where students need to memorize factual information, such as dates or formulae. The possible instructional strategy for this style would be to learn by heart a poem or multiplication table. However, my instruction would be influenced by students’ interests, for example I would suggest the students learn a poem of their choice or learn the dates for a specific historic period they are interested in. The tasks will be assessed non the basis of how much the students’ answer corresponds to the actual information.
Creative Learning Style
The core of the creative learning style core is the stimulation of students to creativity in cognitive activity, as well as the teacher’s support for the initiatives of his wards. At the same time, the teacher selects the content of the educational material according to the criteria of its relevance. In the process of presenting the problem, the teacher seeks to build a dialogue relationship with the students (Chetty et al., 2019). In my planning, I would use this learning style’s inventory to devise activities where drawing a conclusion or making comparison is needed. The instructional strategy would include asking for explanation or asking to make a choice or compare. My instruction would partially be impacted by students’ desires, for example I would choose debatable issues in accordance with my students’ interests. The assessment would be based on how comprehensive the answer is and how the student manages to infer the author’s opinion from the text. critically evaluate a piece of work or present his or her counterargument.
Emotional and Value-based Learning Style
Emotional and value-based learning style ensures the personal inclusion of students in the educational process at the level of value-semantic perception of the educational material and the spiritual and moral image of the teacher himself. This is possible only with the emotional openness of the teacher, a sincere interest in his academic subject. This style assumes that the teacher has the ability to empathize, as well as the ability to organize the educational process dialogically (Shorey et al., 2021). The effectiveness of this method of organizing training increases if the teacher builds relationships with students on the basis of emotionally trusting communication, cooperation and respect for each individual. Emotional-value style effectively develops the student’s imaginative thinking and the emotional and moral sphere of his or her personality, stimulates self-reflection and value attitude to the world; teaches emotional and dialogical communication, cooperation and mutual respect.
In my planning, I would use this learning style’s inventory to devise activities where students are expected to express an opinion or interpret a fact or an event. The instructional strategy would include asking for an assessment of the text or a situation or inquiring about a personal view on the subject. The assessment would be based on how well a student critically evaluates a piece of work or presents his or her counterargument.
Chetty, N. D. S., Handayani, L., Sahabudin, N. A., Ali, Z., Hamzah, N., Rahman, N. S. A., & Kasim, S. (2019). Learning Styles and Teaching Styles Determine Students’ Academic Performances. International Journal of Evaluation and Research in Education, 8(4), 610-615.
