Theory Review and Learning Style Applications by Julee Sims

 

Julee Sims

Theory Review and Learning Style Applications

EDAC 635 - Strategies for Teaching Adults

Dr. Bo Chang

September 17, 2024

 

Theory Review and
Learning Style Applications

Name	Commented On
Julee Sims	Claire Presley

Learning styles are based on the idea that everyone learns, and everyone learns differently. They are not meant to express the idea that people are capable of learning, but rather how people learn.  Most adults can utilize multiple learning styles, but they tend to prefer one over others. Learning styles are generally based on” affective, social, and physiological styles of responding to learning tasks or learning environments.” (Mackeracher, 2004). Affective styles encompass the learner’s attention and emotions. Physiological styles are based on physical fitness and health, and age-related factors in learning. Social styles are based on gender-related responses (MacKeracher, 2004).

While there are several learning style theories, two of the more popular are the VAK Learning Styles Theory and Kolb’s Learning Style Inventory. I will discuss both in more detail.

Main Theoretical Points

The VAK Learning Style Theory

The VAK learning style theory was created by Neil Fleming and is based on visual, auditory, and kinesthetic learning types. It is one of the most popular theories based on teacher feedback. It is being taught in 67% of teaching programs and is widely used by instructors (Huber & Muller, 2023). The theory can be broken down into four hypotheses.

The first hypothesis is that learning styles are not abilities, because learning styles are not meant to express that a learner can learn, but rather how they learn (Huber & Muller, 2023). This is based on the fact that learners learn differently, and in different ways. These differences can be seen in the channels in which the learner receives the learning material. We use our eyes, ears, and hands/bodies to take in information.

The second hypothesis is based on the idea that learners have a preference for how they take in information. As stated in the previous hypothesis, learners take in information through different channels. The channels that a learner prefers to utilize are not due to their abilities, but rather to preconditioned preferences. In this context, preference is viewed as a trait, “a consistent attribute of an individual” (Willingham et al., 2015, 267), that predicts the channel in which the learner will use to receive information (Huber & Muller, 2023).  Therefore, when discussing preference in learning styles it is understood that it is not the learner’s choice and not a voluntary decision to prefer one channel over the others. Based on this knowledge that a learner does not choose their learning style, it has been thought that learners can be divided into groups based on their different learning types categorized by visual, auditory, or kinesthetic learners (Huber & Muller, 2023).

The third hypothesis is that learners can determine their preferred learning style via a test or questionnaire. There are many tests available including the Kolb Learning Style Inventory and the VARK-Questionnaire. They are self-assessment tests to help learners determine if they are a visual, auditory, or kinesthetic learner. They ask questions like, during my free time I most enjoy: a) going to museums and galleries, b) listening to music and talking to friends, c) playing sports or doing DIY” (Chislett & Chapman, 2005).

The fourth hypothesis is the matching/meshing hypothesis (Huber & Muller, 2023). This hypothesis is based on the idea that teachers need to evaluate their students through assessments to learn their learning-style. Then, they need to adjust their curriculum and materials according to the students’ learning styles. This will allow students to learn at an optimal level.

At a basic level, it can be said that the VAK learning styles theory tends to put individual instruction at the center of the theory (Huber & Muller, 2023). I don’t believe this is always possible, so instructors need to be aware of all their learner’s styles and be able to adjust accordingly. They can offer multiple ways that utilize several learning styles for the learner to absorb their information. Ultimately, the VAK learning styles theory works when instructors are aware of the different channels that learners use to absorb information, they assess their learners to determine their preferred channel, and then utilize the best style to deliver their information.

Kolb’s Learning Style Inventory

David Kolb developed a very popular learning theory based on four cycles. These cycles are grounded in an experiential theory that learners grasp experiences in their lives and transform them into knowledge.

The first cycle is Concrete Experience. Concrete experiences happen every day in our lives or can be deliberately created to give the learner something to reflect on in an activity. We reflect on these experiences or share with others to learn from them. They are most effective when paired with an activity that encourages the learner to draw from their past experiences to apply new information.

By reflecting on these experiences and looking at them from various points of view, we give them a meaning. This is the second cycle, Reflective Observation.  Activities that make us reflect should allow us to see the various components of the experience and assign a meaning to them.  

This leads into the third cycle, Abstract Conceptualization, because as we create these new meanings, we combine them with other meanings learned from previous experiences to create our model of reality. We also combine our meanings with other people’s theories and explanations to draw conclusions (MacKeracher, 2004).

The fourth cycle is called the Active Experimentation cycle. In this cycle we use our conclusions to guide our decision making to implement new experiences.

This model of cycles creates two dimensions, one being the preferred mode of perception, and the other being the preferred mode of processing (Pashler, McDaniel, Rohrer & Bjork, 2008). The combination of these two dimensions creates four quadrants (Vemuri and Rao, 2024). Depending on the learner's position on these dimensions, it classifies learners into four quadrants or learning types: Diverging, Assimilating, Converging, and Accommodating. Each of these learning types show one aspect of each of the two dimensions (MacKeracher, 2004).

Divergent learners are in the concrete experience and reflective observation quadrant. They have strengths in using their imaginative thinking to view their experiences from many different angles and categorize their relationships into wholes (MacKeracher, 2004). They prefer to start an assignment by talking it over and understanding the big picture (MacKeracher, 2004).

 Assimilative learners are in the reflective observation and abstract conceptualization quadrant. Their strengths lie in taking many different ideas and organizing them into concepts, models, and theories (MacKeracher, 2004). They prefer to start an assignment by doing some research to understand the steps they will follow to complete the task.

Convergent learners lie in the abstract conceptualization and active experimentation quadrant. Their strengths are in problem solving, decision making, and application of ideas (MacKeracher, 2004). They will start an assignment by defining their tasks and setting goals.

 An accommodative learner falls into the active experimentation and concrete experience quadrant. They want to be active in carrying out the tasks and goals. They are risk takers who like new experiences and prefer to start an assignment by diving in and doing things. They are not into planning, but rather taking action.

While learners have a preferred style, Kolb’s model can be helpful in seeing how they can use aspects of the style adjacent to their preferred. Each style has its strengths and weaknesses, but Kolb’s model can show learners how to become more well-rounded by not feeling pigeonholed into one style.

Applications

Knowing what we learned from the VAK Learning Style theory, I believe the first thing a practitioner should do is to understand their learners preferred learning style. They can use the Kolb model to determine these preferred styles. These tests are available online and you can find several of them by Googling Kolb’s Learning Styles test. After the learners have taken a test or questionnaire to determine their preferred learning style, the practitioner can recognize them in four groups. These groups are the accommodative, divergent, convergent, and assimilative learners. The practitioner should consider these characteristics of each group when creating assignments:

Accommodative: This type of learner prefers to take action (MacKeracher, 2004). They are not afraid of taking risks to experience new things but prefer not to spend time making plans of how to go about the experience. They will carry out a plan, but they do not like creating the plan. They dive right in.  This group would benefit from hands on experiences like field trips or experiments where they can actively participate in the learning environment. A facilitator should plan these activities to illustrate what they want the learners to learn and not lecture to deliver the information.

Example  If the facilitator is teaching about organizing community service projects, they could take learners to a place where they can physically volunteer and tour the organization to better understand how it is run by seeing it in action.

 

Divergent: These learners are imaginative. They look at all perspectives of an experience and can organize their many relationships into meaningful wholes (MacKeracher, 2004). They prefer discussions with others before they start an assignment so they can see the whole picture before they begin. They do not like to start an activity by defining the goals or outcome, they prefer to gather and brainstorm and discuss before taking action.

Example: Small groups are great for this type of learner. Groups can be given questions to discuss and brainstorm. This will let the discussion naturally develop ideas and different perspectives. Brainstorming activities such as storyboards or silent brainstorming can help these learners. Silent brainstorming is when the group is provided with a prompt and each person works silently to write down their ideas. Sharing these ideas in the group can help them develop a plan of action.

 

Convergent: These learners are problem solvers. They prefer to set clear goals and define the task to be completed (MacKeracher, 2004). Their goal is to find the best solution. They do not like several options as this opposes their goal of weeding out what they feel are weaker options. They are not afraid to make decisions and create plans. After they have completed their plan, they prefer to be let go to do the work themselves.

Example:  Since they are looking for the best solution and not alternative tasks or objectives, they like activities such as multiple-choice tests where there is one defined answer. To teach the information, a facilitator could create groups and present them with a problem with multiple solutions. The groups would then discuss their ideas to determine the best solution or create their own solution. This type of activity helps learners define the task, set goals, and allows them to take action towards the best solution. They like the option of working alone, so offering individual or group work to act on their solution is appreciated by these learners.  

 

Assimilative: These learners are good at taking many ideas and using them to create theories, models, and concepts that are logically sound (MacKeracher, 2004). They prefer to start an assignment by reading about the subject and learning more before they move forward.

Example:  They appreciate lectures and information to be presented in a logical order. Facilitators should not start by asking them to participate in an experience. Facilitators could start by asking them to read handouts with some background information about the subject, and then follow with a lecture. These learners like a more traditional classroom format and assignments that require research.

 Reflection

Highlights

This paper was difficult for me at first because I couldn’t find a solid starting point. After reading about the styles of learning I figured I could start utilizing these things I have learned to apply to myself and this project.  In the past I had not considered my learning type to aid in my education. After this paper I realized that I am a Divergent learner. I will discuss the process in more detail below, but it was an interesting experience to use what I was learning in a real time situation.

I also started to realize that I can use what I have learned in this paper to make myself a better supervisor at work. I have student workers in my office that need training as they come and go over the years. I can use this information about learning styles to figure out the best way to teach these students about their job duties. In the past I have just shown them what to do (like an accommodative learner) but after researching different applications for different learners, it made me realize that I need to adjust my training. Not only will I show them in person how to perform a task, but I will also create a manual that they can reference for quick notes about job duties. This would help all the students to learn in the most effective way possible by offering options on how they take in the information.

Process
              As I said in the highlights, I had some trouble with the process at first. It felt overwhelming to me, like there was so much information that I didn’t know where to start. Once I realized that I connect with divergent learning theories I decided to step back and reevaluate. I didn’t have a group to brainstorm with, so I started by looking at previous student examples. This helped me tremendously to see an example. It allowed me to create a plan of action. Seeing how I wanted the finished project to look, I was able to fill in a rough outline and start to gather sources. I didn’t use multimedia in presenting my information, but I did utilize the library database at Ball State. I have also realized that I prefer paper over digital readings, so I printed every source I was using and marked them up with highlighters. After I had a good supply of information and sources, I started writing.

 

Table 1

Theoretical Ideas and Applications

Main Theoretical Ideas	Summary of How to Apply in Practice
VAK This theory is based on Visual, Auditory, and Kinesthetic learning types.	Visual – videos and graphics such as tables and charts   Auditory – audio recordings of readings, music, and sources such as podcasts   Kinesthetic – field trips, experiments, and hands on experiences
Kolb’s This theory is based on a 4-step cycle that determines learning styles. The cycle includes:  Concrete Experiences   Reflective Observation  Abstract Conceptualization  Active Experimentation   Incorporating the ideas of this cycle into teaching plans will categorize learners into quadrants or learning types which are accommodative, divergent, convergent, and assimilative learners.	Accomodative – They are active learners who respond well to hands on learning like field trips and experiments.   Divergent – They are our imaginative learners who like small groups to discuss and brainstorm.   Convergent – They are problem solvers who would benefit from discussion activities that lead them to finding the best solution. They like group work to create plans for the assignment, and then being given the option to work individually or as a group to act on that solution.   Assimilative – These are thoughtful learners who prefer to read and learn about their assignment before diving in. They like lectures and research.

 

References

 

MacKeracher, D. (2004). Making sense of adult learning (2nd ed.). University of Toronto   Press.

Vemuri, Veena Rani, & Kiran Arun Rao. (2024). Assessment of learning styles using
        Kolb’s learning style inventory among medical college students: A cross-sectional
        study. Journal of Clinical and Diagnostic Research, 18(2), 1-4.
         https://doi.org/10.7860/JCDR/2024/67440.18987.

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and
           evidence. Psychological Science in the Public Interest, 9(3), 105-119.
           https://doi.org/10.1111/j.1539-6053.2009.01038.x.

Huber, M., & Muller, C. (2023). Is there a learning type?! Revisiting learning-styles theory in
          view of learning and emotion. European Journal of Education Studies, 10(3).
          https://doi.org/10.46827/ejes.v10i3.4688

Ikbal, E. (2023). The influence of construction site internships in architecture education a
           study on Kolb’s experiential learning theory.  Prostor, 31(2).
            https://doi.org/10.31522/p.31.2(66).12