Education VARK Learning Styles and the Multimodal

Education

VARK Learning Styles and the Multimodal Learner

Students may learn in differing ways; while a class discussion may aid absorption, processing and assimilation of information for one student another may benefit from reading an article and another from watching a video clip. The work of Fleming and Baume (2006) identified four main learning styles; visual, aural or auditory, read/write and kinesthetic. These each refer to the dominant source of learning from which information will be most efficiently absorbed by the student. These four learning styles lead to a fifth style; multimodal, a style which may be observed when a student does not have a single dominant learning input, but two or more dominant input sources. To appreciate the way in which students learn, and to place each of the learning style in context a brief overview of each style will be presented. This can be used to perform a self-assessment to compare the preferred learning strategies of a student which those which are most likely to be effective. This comparison and be used to develop a more effective personal learning strategy.

The visual learning style is found in students who prefer to take information in from visual sources (Fleming and Baume, 2006). Fleming (2012) notes that this may be more accurately referred to as a graphic style as this style focuses on inputs of a graphical nature such as graphs, diagrams and charts. Strategies that may help a visual learner include pens to highlight or underline text in books to change the look of the text, the use of a white board to create diagram where there is the use of symbols, where the diagrams are only boxes with words this may be less beneficial as it moves towards serving the read/writer preference (Fleming, 2012). It is notable that the visual style does not include a preference for video and photographic images or the use of PowerPoint slides (Fleming, 2012).

The aural learner gains the most from auditory inputs (Fleming and Baume, 2006). This includes taking in information that is heard or spoken, so lessons where the teacher is talking or there are discussion in class, as well as input in terms of radio content or podcasts are also included (Fleming, 2012). Strategies for aural learners may include listening to tapes of lectures and talking to oneself (Fleming, 2012).

The read/write style is a popular style; it is where information is in the form of the written word including writing as well as reading by the student (Fleming, 2012). This is a text-based learning style, and favors the use of book and other written mediums. The internet is a useful resource for learners of the read/write style, as well as a use of reference books. PowerPoint slides are particularly suited to this style (Rowan, 2001).

Kinesthetic learning is the closest to the hands on approach or learning by doing and connection with the 'real world' (Fleming, 2012). This style sees learners benefit most from experiences that are gained, such as practicing a practical skill, taking part in a simulation and the use of case studies of a concrete nature (Fleming, 2012). The use of video can also be useful due to the grounding in the real world (Fleming, 2012). Learning strategies need to have a practical element, this may be anything from creating a written plan including practical details such as who will do which tasks, when and how, though to physically performing tasks or watching a video demonstrating the application of knowledge or theory.

The last of the styles is multimodal. Within the VARK framework scores are given from the different learning style already discussed, a multimodal learner is found where there is no single dominant learning preference, instead there may be two or three that have higher scores, or all four may be present in equal, or near equal levels. Multimodal learners may manifest in two types. Type 1 is where the learner is flexible and is best finding the most suited learning style for the type of learning taking place (Fleming, 2012). For example learning law may be best suited to the read/write style, whereas learning how to make a cake or to repair a car may be best achieved with a kinesthetic approach. The type 2 learner has a different approach; they benefit the most from gaining input in each of the different styles. This may be a longer process but can lead to a greater breadth of understanding (Fleming, 2012).

For a student that has a multimodal style (type 1 or 2) it is possible to review the preferred strategies and consider how they may be improved. For a multimodal student where there is an equal spread of the different learning styles one may expect to see different inputs. Where this is not the case there may be room for improvement. Where a student is multimodal and prefers using the read/write strategy they may be limiting their own development. The read/write strategy is one that is found in collages and school, it is easy to use and the teaching style and general setting in academia is particularly suited to this style. If a student wants to undertake research on their own the sources are likely to be in the written format, either in books and articles, or on the internet. The use of read/write strategies as the dominant approach is likely to facilitate the attainment of many learning goals; it will allow the student to locate and gather information and create the notes and assignments needed.