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Introduction
There are many different methods that have been established to categorize students into different learning styles. Some techniques used may include two opposite learning styles while others involve up eight different approaches to learning (Sims, 1995). For instance institution or company would seek to select a method of evaluating learners learning styles of their employees based on the viability of providing evaluation tool and the types of work performed within (Smith, 2006).
In most cases, the tools used to assist find learning styles are referred to as self-report instrument (Kaplan, 2009). This requires the learner to complete a designed questionnaire indicating certain likes and dislikes, the findings are then analyzed and calculated to determine the employees preferred learning style (Kaplan, 2009). This research paper reviews literature related to different learning styles, such as: deductive and inductive; visual, auditory, and tactile/kinesthetic; Kolbs learning style inventory.
Deductive and inductive learning style
Deductive and inductive are classification schemes which divide learners into two categories focusing on how learners prefer to organize the information. In this category, learners approach the learning of new material from deductive or inductive point of view. Inductive learners prefer to move from specifics to the whole (Nielson, 2010. Deductive learners on the hand would first prefer to see the big picture and then learn about the details. The inductive learner (Smith, 2006)
A good example in inductive learning is the concept of Just In-Time in inventory control (Nielson, 2010). At the beginning, inductive learners would first focus on what causes excessive stocks, such as; untrained personnel, mislabeled parts, parts placed in wrong bins (Sims, 2010). Once the learner gets to know the inventory characteristic of JIT, the learner would then approach the quality elements and then learner would then establish his or her own idea of the JIT philosophy (Nielson, 2010). The inductive learner then learns the concept from the small pieces of concepts presented during instruction. Inductive leaner applies facts and observation to determine a principal (Sternberg, 1995).
Just like inductive learning, the inductive learner would first require to understand the JIT philosophy. Presentation of the details to deductive learners at the beginning can confuse the learners (Smith, 2006). They require knowing what the general JIT elements are available. Once a leaner understands the overall, they would then examine the various elements in terms of the concept (Kaplan, 2009). Therefore, when a deductive understands that JIT is about sustained improvement, the he or she will examine inventory as a part of sustaining continuous improvement strategy. The deductive learner performs from a principle to determine applications and the consequences (Sims, 2006).
Visual, Auditory, and Kinesthetic/Tactile
These learning styles examine how learners perceive new information. The three primary techniques of perceiving new information include ability to; see, hear and interact. Each of these techniques are used to categorize learners as visual, auditory, or tactile (Nielson, 2010). The visual learner prefers the forms of pictures, diagrams, illustrations, charts and others (Kaplan, 2009). Visual learners prefer to sit in front of the classroom to notice the body language and facial expressions of the teacher; as well as gain a vantage view of any visual material presented. They draw pictures of concepts (Nielson, (2010).
The auditory learner can learn best through lectures, class discussions, conversation with classmates, and even the use of audio tape. Auditory learners tend to speak a lot in class, discussing conversations about the class topic, and require classification of what they will teach (Sternberg, 2001). Learners under this category prefer verbal explanations on charts, diagrams, charts and others. Auditory learners benefit from online learning that has been accompanied by audio music. They also like to study with the radio on (Sarah, 2005).
Tactile/kinesthetic learning style
Tactile learners on the other hand, like to move around touching models when learning new concepts. For instant, these learners learn best when educational games are used to simulate the manufacturing environment (Kaplan, 2009). The learners find it hard to remain still for long period. They often get up and pace in the back of the classroom while listening while listening to the instruction (Sternberg, 2001). This action helps learners to concentrate. Many employees in manufacturing environments use tactile/kinesthetic learners (Sims, Sims, 2006). They need to be involved actively in learning. For instance, instructions on inventory reduction methods or explanations on the material requirements planning logic on the factory floor are an effective technique for teaching learners at all levels (Smith, 2006).
Kolbs learning style
In this learning style, an individual combines four theories to learning. Kolb posited that people combine the four different approaches into four different styles of learning. These learning styles include: one, converger of concepts and active experiments. Learners with this learning style are good variety of information, and placing them under concise and logic form: two, Accommodator which allows individuals to have the ability to learn from hands experience. Kolbs learning style is significant for effectiveness in careers that are action oriented such as, direct production positions (Kaplan, 2009).
Conclusion
In summary, classrooms requirements must allow all the different perception styles to be accommodated. The teacher must involve hands-on-exercises for tactile or kinesthetic learner, lectures for auditory learner, and charts and graphs for the visual leader (Kaplan, 2009). In addition, once the instructor understands that learners need to pace around during class, or speak a little learning while learning, he or she should not be angry thinking that they are inattentive or are not interested in the material presented (Kaplan, 2009).
Knowledge of learning styles is significant several levels of education. In addition, it can assist organizations in training that meets the needs of all the employees. Knowledge of learning styles assists trainers within the organization to understand how best to present information to learners. Three, instructors tend to present and design training in the same learning style in which they are comfortable learning. This performs better when all the students have similar learning style with the instructor (Kaplan, 2009).
Reference List
Kaplan, E. (2009). Study Aides. New York: Kaplan Publishing.
Sarah , R., Komives., & Dudley, W. (2005). Student Service. New York: New York.
Sims, R., & Serbrenia, S. (2009). The Importance of Learning Styles. New York: Rutledge.
Smith, E., & Evans, C. (2006). Learning Styles. New York: Emerald Publishers.
Sternberg, R, & Zhang. (2001). Perspectives of Thinking, Learning., & Cognitive styles. New York: Rutledge Publishers.
Nielson, L. (2010). Teaching at its Best. New York: Wiley and Sons.
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