Theory Review - Learning Styles by Cameron Bopp

 

Theory Review - Learning Styles

Cameron Bopp

 

EDAC 635: Strategies for Teaching Adults

Dr. Bo Chang 

September 20, 2024

Name	Commented On
Cameron Bopp	Tim Xeriland
	Julia Davenport

Introduction to Learning Styles

Learning is defined as “the acquisition of knowledge or skills through experience, study, or by being taught.”  The way individuals learn most effectively can be attributed to their preferred learning style.  These preferences are viewed through the whole aspect of an individual, and can be broken down into one's cognitive, physiological, interpersonal and affective style.  While most learners can adapt to different teaching methods, they typically gravitate toward those whose style aligns with their natural preferences (MacKeracher, 2004).  

This review will explore several prominent theories regarding learner preferences including the VARK model and Kolb’s Learning Cycle and Styles  Each of these theories will attempt to understand how learners react to different modalities of learning as well as provide pragmatic strategies for implementing these theories in real-world educational settings. Effective facilitators aware of their own learning style, and those of their students, may formatively differentiate their lessons to be tailored to each individual learner's preferences.  

Theoretical Points

VARK Model 

The VARK model, developed by Neil Fleming, categorizes learners into four distinct styles.  The VARK modalities aim to identify general sensory categories which an active learner would prefer, or identify with most.  The acronym VARK, refers to these styles, which stand for Visual, Auditory, Reading/Writing, and Kinesthetic.  Learners with a Visual preference will gravitate toward maps, charts or signs.  The visuals most associated with this category are symbols or graphics that represent something which could have been represented alternatively in words.  

Students who lean towards a preference to the Reading and Writing modality tend to prefer information presented in a worded format, such as manuals, reports or essays.  Aural or Auditory learning styles compliment learners who report learning best through listening to lectures, participating in discussions, and receiving information verbally.  Conversation based learning activities such as through class discussions or debate are effective ways to engage these students (Fleming, 2001).  

Kinesthetic learning, a multi-modal style, involves learning through experience and practice. While it can involve all senses, it's often associated with hands-on activities and physical movement.  Individuals who associate more with the Kinesthetic modality may struggle in a more heavily lecture-based classroom (Fleming & Mills, 1992).  

The sensory categories of Visual, Auditory, Reading/Writing and Kinesthetic provide defining modalities for reported preferences.  However, most individuals will not find themselves receiving information through one medium, or singularly preferring one modality over another.  Individuals who don't have a clear preference for one learning style over another and score similarly across different modalities are considered multimodal learners. (Fleming, 2001).  

Kolb’s Learning Cycle and Styles 

Kolb's Learning Cycle is a four-stage model that explains how people learn effectively from an experience. It emphasizes that learning is a cyclical process involving experience, reflection, abstract conceptualization, and active experimentation.  David Kolb proposed that observation alone is not sufficient for learning (MacKeracher, 2004, p.83).  In Kolb’s learning cycle, taking in a new experience, or re-engaging in a previous experience with a newer perspective is the first step of a four part process to begin new learning.  

The initial experience is referred to as a concrete experience.  This could be listening to a lecture or reading a paper on a particular topic.  The natural progression of this experience is to engage in what is called reflective observation.  Here, a learner may reflect on the topic they just experienced.  They may decide to agree or disagree with the ideas presented, and check them against information they already know.  The learner is beginning to understand where this new information fits within their existing knowledge framework (MacKeracher, 2004).  Once the learner begins to make plans based on this new knowledge, such as independently working out new ways to understand the ideas presented, then it said the learner has entered into the stage of abstract conceptualization.  These ideas may then be played with, with the learner engaging in debates and discussions, or developing new experiments regarding theories they have.  This final stage is known as active experimentation.  

A learner can enter the cycle at any stage of this cycle, but must follow these steps in order.  Furthermore, while each dimension of the cycle is necessary, a learner may not necessarily be equally skilled in activities related to each stage (MacKeracher, 2004).

Kolb ordered the four stages in a way where they can be represented by opposing poles along two axes.  Depending on the learning style of an individual, they may show preference towards two stages of the cycle, and fall within any quadrant of these two axes.  For example those who rely on abstract conceptualization tend to be logical when approaching a learning situation.  They seek generalizations and theories (Joy & Kolb, 2009).  Those with a style labeled as assimilative or convergent share these preferred methods, as they find it easiest to start learning by setting clear goals (convergent) and reading up on the given topic (assimilative).  This Kolb’s Learning Style represents their placement within these axes, and groups individual learning preferences within assimilative, convergent, accommodative and divergent styles.  These styles refer to how a learner likes to begin entering the cycle described earlier (McIeod, 2017).   Accommodative learners want to learn by doing, they would rather figure something out as they go rather than develop a concrete plan first.  Alternatively, convergent learners like to begin by defining criteria, constraints and setting goals for themselves.  Assimilative learners prefer to gather information on a topic through research before experimenting while divergent learners prefer to discuss and listen to a new topic first.  

Understanding how people prefer to begin learning about a subject helps aid in developing a lesson plan, as well as understand how to become a better learner, as anyone can improve on the skills associated with their least preferred style (MacKeracher, 2004).  Conversely, forcing learners to enter learning new content through a non-favored axis of Kolb’s learning cycle may present them with additional frustrations and challenges (MacKeracher, 2004, p.87).

Applications

The VARK learning styles can be a valuable tool for teachers to create more inclusive and effective learning environments. By understanding their students' preferences for visual, aural, reading/writing, and kinesthetic learning, teachers can differentiate their instruction to meet the diverse needs of their class. This can involve using visual aids like diagrams and infographics for visual learners, incorporating discussions and lectures for auditory learners, providing written materials and writing assignments for reading/writing learners, and offering hands-on activities and experiments for kinesthetic learners. By tailoring their teaching methods to align with students' learning styles, teachers can enhance student engagement, motivation, and overall comprehension.  

One strategy to help identify which modality a student would prefer would be to offer a questionnaire.  A study aimed at targeting individual students’ learning style had students take one such questionnaire.  The result gave insight to the professors teaching those classes.  The results of the questionnaire can be used to provide individual counseling to develop new strategies to foster learning.  They can be used at a classroom level to provide feedback on lesson planning, or at a larger faculty level to develop ways to address under-represented modalities. One professor noted that the study made them realize that they were primarily requesting examples through a reading and writing approach (Fleming & Mills, 1992).  The study by Fleming and Mills also gives recommendations for how to structure a questionnaire.  They stress the importance of brevity with the questions, only opting for 13 in total as well as discretion when choosing questions.  They structured the questionnaire as a multiple choice which students gave their opinions on how they would decide to go about doing something.  This allowed the students to freely give an answer without fully knowing what they were being assessed on as they believed that when the students understood the objective of the questionnaire beforehand, it influenced how they responded to it t the technique as a whole is an effective way of promoting active reflection by students on their learning activities (Fleming & Mills, 1992).  

Kolb’s Learning Cycle and Styles can also be used to inform effective learning strategies.  I particularly agree with the Mackeracher’s statement that ‘mature learning groups function best when different individuals can take leadership for different aspects of the learning cycle’ (MacKeracher, 2004, p.87).  Providing opportunities for collaborative learning can allow groups of students to differentiate leader roles based on their preferred style.  

It is important for a teacher to be aware of their audience, and their own preferred learning style.  For instance, as a tech ed teacher I am keenly aware that I lean towards being a mix between an accommodative learner as well as a convergent learner, and many of my students are drawn to these electives because they also have a similar matrix of preferred learning styles.  This means that I like to set goals but I also don’t prefer to spend a lot of time in the planning stages of learning, I prefer to learn through troubleshooting, trial and error or active experimentation. This information on your students should be used to inform you on how to introduce a subject, and where you may need to spend additional time teaching strategies to overcome frustrations with parts of the learning cycle where students are not yet as skilled. 

Reflection 

Highlights

My favorite part about reflecting on learning styles through this theory review was gaining a better understanding of the application of Kolb’s learning cycle and how the styles that people gravitate towards impacts their learning and decisions.  This was particularly interesting because it made me realize the importance of teaching strategies for students to increase their aptitude in the areas that they may not prefer.  This is because learning only happens through the whole cycle, each stage is an important part of taking in and constructing new knowledge.  While allowing differentiation and tailoring instruction to match a person’s preferred learning style is important, in my role it’s also important to develop skills to build a person’s theoretical learning toolbox.  Many of my engineering students are individuals split between assimilative learners who like to read, reflect and plan based on information, but are hesitant to begin active experimentation and try out their ideas.  Others are the opposite, and would prefer to try out a half-cooked idea without sufficient planning and research. The two groups compliment each other, but it’s important that one gains the skills and discipline to read, research and plan during the reflective observation and abstract conceptualization stages, and the other gains the skills to take a leap into potential deconstruction of their plans during the active experimentation stage.

Process

I began our assignment by purveying the provided links, references, example pieces, as well as re-reading the topical sections from our class book .  I then used that information to create a template I could follow for the assignment.  To find references, I primarily used an online library database to find articles I thought would be useful in writing my theory review on learning styles.  I decided to look at each section as an individual assignment, and made several drafts before I would move on to begin the following section.  Having done the research on the topics beforehand made it easier to write about, while the outline kept me on track to finish.  I looked at the APA formatting at the end as I thought it would be easier to format after drafting the review.  

Table 1

Theoretical Points and Practical Applications

 

Theoretical Idea	Application
Kolb’s Learning Styles: create lessons that cater to visual, aural, reading/writing, and kinesthetic learners. This approach ensures that all students have opportunities to engage with the material in ways that resonate with their unique learning preferences.	Diverging: begin learning by looking at outside sources and reflecting on the information. Assimilating: Begin learning by reading from an authoritative source. Converging: Begin learning by defining the learning task, and setting goals.  Accommodating: Begin learning by doing something, provide immediate action.
VARK Model: Develop a lesson plan structure to meet the needs of each preferred learning modality: Visual, Aural, Reading/Writing and Kinesthetic.	Visual: Use of graphics and symbols such as charts, maps, diagrams, etc.  Aural: Use of conversation such as discussions, debate and stories. Read/Write: Use of written sources, textbooks, text-heavy visuals such as slideshows.   Kinesthetic: Use of hands-on learning, movement and experimentation.

References

 

Fleming, Neil D. Teaching and Learning Styles: VARK Strategies. Christchurch, N.Z., Neil D.                  Fleming, November, 2001.

Fleming, Neil, and Colleen Mills. “Not Another Inventory, Rather a Catalyst for Reflection.” To Improve the Academy, vol. 11, 1992, p. 137, vark-learn.com/wp-content/uploads/2014/08/not_another_inventory.pdf.

Joy, S., & Kolb, D. A. (2009). Are there cultural differences in learning style? International Journal of Intercultural Relations, 33(1), 69–85. https://doi.org/10.1016/j.ijintrel.2008.11.002

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

McIeod, S. (2023, June 16). Kolb’s learning styles and experiential learning cycle. Simply Psychology. 

https://www.simplypsychology.org/learning-kolb.html