Unit 2.3
Learning Styles: Visual; Auditory; Reading/Writing; Kinesthetic
NLN Competency: I
Objectives
- List the varied learning styles with their strengths
- Adapt teaching styles to assist students and support adult learning
- Describe auditory learning strengths and weaknesses
- Describe various methods of enhancing the experience for auditory learnings in different contexts.
Introduction
This module aims to provide a list of core ideas related to learning and a guide to improving teaching. Adult learning beliefs help us as we develop a teaching plan that moves from being teacher-focused to being learning-driven.
Strengths
The visual learner recalls content more if they see images, colors, and graphs. Students with a strong visual style benefit from varied formats, videos, PowerPoint slides, charts, pictures, maps, and plans (Hartree, 1984).
Students with a read/write style are drawn to lists, text, and notes in all formats, whether in print or online.
Those with a strong kinesthetic (active) preference use all of their senses for learning and prefer to engage in plans that include activities, examples, case studies, trial, and error (Lehman, 2019).
General Guidelines
As stated in the section for hearing-based learners, using many teaching methods (visual, active, and lecture) will improve learning.
- Students are more likely to succeed when teaching presents content in visual, hearing, and active plans.
- Learning is improved when students are engaged in manual skills and experience through actual practice (possibly on each other)
- Simulation events can provide practice of actual patient care
- Group work where students share ideas, discuss, explore topics, and work on problem-solving will enhance outcomes.
Teachers may also want to consider beliefs of adult learning as they plan for course structure and lecture. Knowles (Hartree,1984) defined adult learning as the art and science of helping adults learn. Knowles’ theory states that, as people mature, they;
- Move from relying on directions towards being self-directed;
- Attach more meaning to learning from life events than from passive learning;
- Learn from dealing with real-life problems; and
- Want to apply their learning right away.
Auditory Learners
Strengths
The auditory learner relies on hearing and speaking as the main approach to learning concepts in the classroom. These students are frequently good listeners, enjoy verbal exchanges, and will frequently speak up in class. They like to process their thoughts out loud and can typically follow oral directions. Auditory learners enjoy telling stories and will often resort to talking out loud to solve problems.
Weaknesses
Auditory learners may struggle with learning if the material or instructions are only provided only through written text. They may also struggle in environments where there is much noise, or they are required to sit in silence for long periods. These students may resort to reading instructions out loud so that they can have better comprehension.
General Principles
- Although auditory learners may demonstrate a propensity toward learning through listening and speaking, incorporating multiple methods of delivering education (visual, kinesthetic, and auditory) will enhance their outcomes in the classroom.
- Begin new material with an explanation and conclude with a verbal summary.
- Include group activities and question/response sessions.
Online Learning
Auditory learners are more likely to be successful when presentations are a combination of visual and auditory content. Audio streaming in combination with PowerPoint presentations can be a powerful tool. Encourage active and collaborative interactions through activities where students can discuss information and explore topics further. Group assignments where ideas are shared and students collectively work to problem-solve will enhance outcomes for auditory learners.
Written Material
Written material can pose challenges for auditory learners. Lengthy and detailed instructions may be challenging to comprehend. Auditory learners may struggle with reading assignments in books and online. These students may benefit from reading instructions and assignments out loud. For students who have difficulty test-taking, an oral exam might better reflect their understanding of course content.
Lectures in the Classroom
Auditory learners tend to thrive where information is relayed and explained verbally. Allowing students to record lectures in order to be able to re-listen to the content may assist study sessions. Expect auditory learners to enjoy answering questions during class and call on them to do so. Some students may enjoy listening to quiet music during study sessions to enhance recollection of material. Explaining what they have learned solidifies their understanding – supplies opportunities for discussion and debate.
Conclusion
Students who prefer to learn via auditory methods will benefit from instruction that incorporates group activities, audiovisual material, and time to discuss topics that are presented.
Example Lecture for Auditory Students
- Lecture with a combination of audio and visual content.
- Students are provided with a method of re-watching the lecture or recording the lecture so that it can be replayed at a later date.
- Discussion time or group activity so students can reflect on the presented information and work together to address questions presented by the instructor.
- Reading assignment to be used as a reference or to clarify concepts.
- Question and answer sessions with the instructor help verbally process reading assignments.
Conclusion
While hearing-focused learners may struggle with reading in books and online, offering content that includes all learning styles allows the student to focus on what is most effective for them. Ensuring that teaching includes hearing, visual, read/write, and active learning approaches addresses all preferred styles and teaches while repeating key content. Adults learn best when teaching real-life experience with clinical issues, problem-solving, and active learning strategies.
References
Lehman, M. E. (2019). Using VARK learning styles to predict instructional preferences. NACTA Journal, 63(2).
Hartree, A. (1984). Malcolm Knowles’ theory of andragogy: A critique. International journal of lifelong education, 3(3), 203-210.