Aural and auditory learning preferences in VARK analysis

Learning

Improving Learning Strategies Based on the VARK Aural Style

The VARK questionnaire has been developed to identify students' learning preferences from five potential styles, these are visual, aural, read/write, kinesthetic and multimodal (VARK, 2012) . The short questionnaire is not the identification of a true learning style, which deals with many different dimensions and can include many dimensions including elements such as environmental preferences and temperature, but a simple assessment of a learning preference (VARK, 2012). When undertaking the test the result can give guidance on learning strategies that maybe best employed by a student; these can be compared with practice and aid in the development of a learning strategy that may improve the effectiveness of personal study and learning (Hawk and Shah, 2007). It may be noted that whole the test will identify a dominant style out of the five potential outcomes, this does not discount learning from other sensory inputs, the degree to which a single style dominant will be indicated by the scores (VARK, 2012).

Where the results indicate a heavy preference of an aural style this means that a student will gain the most benefit from listening to input, so that it is based on the sensory input of sound (Murphy et al., 2004). Aural inputs are already widely used within academia, these include benefiting from attending classes and lectures where the teacher it talking to the class or in tutorials which support the classroom learning (VARK, 2012). Other sources of potential optimal learning experiences with high aural input include the ability to discuss issues with teachers, taking part in discussions with peers in the classroom or in more informal settings and listening to recordings (VARK, 2012). In the modern environment this may incorporate the use of podcasts which are being used by universities as well as the more traditional recordings.

Techniques that are recommended for recall include looking at notes and slides and verbally describing them or reading the content out loud (VARK, 2012). Another useful strategy may be remembering interesting examples of stories that one may associate with the issues to be learned and recalled (VARK, 2012). It is noted that students with an aural style may produce notes which are lacking as a result of their preference for the auditory input (VARK, 2012). To overcome this it is suggested that the student takes notes in which they leave gaps. This will enable them to recall the lesson afterward and then fill in spaces with more details that are remembered.

When comparing the preferred learning styles already used these may indicate some shortfalls were strategies may be improved. The current styles adopted are likely to reflect a number of different approaches. The student attend classes and tutorials as part of the curriculum requirement, however the main approach to gathering notes from the lesson is the manual taking of written notes. This is the main approach of the entire class. This is supported with later readings of the notes and supplemented with the recommended reading list. However, when reading the additional texts and research preparing for class and exams the use reading allowed has been utilized. This has been useful as mental reading only resulted in the places being lost and information not being absorbed.

Revision for exams also incorporated group revision session where peers would meet and discusses the issues, such as asking questions to test each others knowledge, these sessions were partially useful.

It appears that comparing the preferred learning style identified by the VARK questionnaire and the existing learning there has been some alignment of the natural development of learning strategies, but there are also some significant gaps. The traditional approach to lessons, especially in higher education has been to make use of notes taken in class; it is unsurprising that almost all students make use of this approach. However, this strategy, without any adjustment may not be the optimal approach for the aural learner, as it focuses ion the written rather than the auditory senses. Indeed, the use of the written skills while trying to use the auditory senses may be a distraction, which is why one of the suggestions for aural learners is to make rough notes and focus on listening in order to complete the notes after the class (VARK, 2012).

The reading that is necessary has seen the adoption of a technique that heals aural users' reading the text out loud to increase the absorption of the knowledge. This is aligned with the aural style and the participation in revision groups withy peers is also a strategy that is recommended for aural learners.

This assessment indicates that there is still some room for improvement. The note taking is the first area which may be improved. The first strategy may be to undertake the recommended approach making rough notes with room to add to them later. However, this may also be supplemented with the use of a tape recorder to record the lessons, this way that note taking may be supplemented in a manner that will ensure the greatest potential intake. The recording may also be used to replay to hear the lesson when needed to increase input.