Learning Styles

There have been volumes written about different learning styles. The most basic of theories states that there are three different learning styles: visual, aural, and kinesthetic (Indiana University, 2014). This is known as the VAK learning style (is sometimes designated VAKT for Visual, Auditory, Kinesthetic, and Tactile). The theory is based on modalities, or channels by which human expression can take place as perception and memory (Clark, 2011a).  According to the VAK theory, one or two of the receiving styles of how information is taken in, is dominant, or preferred. This dominant style describes the best way for a person to learn new information by filtering what is to be learned (Clark, 2011a)

Adults have had many educational experiences and have been able to modify their learning styles to suit their situations. When teaching a class of adults, it would be safe to assume that the students represent every style of learning, therefore, as facilitators of adult learning, we need to engage multiple senses in our approach. It is important to include activities that reach all of the people some of the time (University of Iowa School of Social Work, 2009).

This video is a little hokey, but entertaining - and gets the point across

(George Brown College, 2011)

“Educators should ensure that activities are designed and carried out in ways that offer each learner the chance to engage in the manner that suits them best”(McLeod, 2010)

**********

David Kolb published his learning styles model in 1984. He is credited with launching the learning styles movement, and is perhaps the most influential learning  theorist. (Clark , 2011b). His theory includes a four-stage cycle of learning and four separate learning styles (McLeod, 2010). He views learning as an integrated process ,with each stage being supportive of the next. Effective learning occurs only when the learner executes all four stages of the model (McLeod, 2010). He proposes that learning is experiential, and is composed of six characteristics. Kolb states that learning :

• Is best conceived as a process, not in terms of outcomes.
• Is a continuous process grounded in experience.
• Requires the resolution of conflicts between dialectically opposed modes of adaptation to the world 
• Is a holistic process of adaptation to the world.
• Involves transactions between the person and the environment
• Is the process of creating knowledge that is the result of the transaction between social knowledge and personal knowledge.

Kolb's Learning Matrix

(Clark, 2011b)

The foundation of Kolb's theory:

• processing continuum -  approach to a task, such as preferring to learn by doing or watching 
• perception continuum  - emotional response, such as preferring to learn by thinking or feeling (Clark, 2011b)

Experiential Learning Matrix

• Concrete Experience – Learning from specific experiences and relating to people. This individual is sensitive to other’s feelings.
• Reflective Observation - Observing by viewing the environment from different perspectives. This person looks for meaning in learning.
• Abstract Conceptualization – Logical analysis of ideas and acting on understanding of the situation. This person's preference is thinking about it.
• Active Experimentation – Application of the concept by influencing people and events. This is the action-oriented person - includes risk-taking (Clark, 2011b).

Kolb views the learning process as a context of people moving between the components of the matrix (Clark, 2011b). His theory supports the idea that learning styles are not fixed personality traits, but relatively stable patterns of behavior based on background and experiences. Thus, they can be thought of as learning preferences, rather than styles (Clark, 2011b)

Here is a video that describes Kolb's theoretical foundation:

(Blackwell, 2010)

We all have preferences and styles that suit our personalities and experiences. One of the challenges of teaching health professional learners is that we place ourselves in a facilitating role with diverse learning types. Thoughtful self-assessment of our preferences as well as the identification of the styles of our learners will allow both teacher and learner to stretch their abilities, resulting in improved professional skills (MAHEC, n. d.).

References

Blackwell, J. O. [4MAT4Business]. (2010, July 15). What defines your learning and training style? [Video file].
Retrieved from https://www.youtube.com/watch?v=0iP9W9RxlOg

Clark, D. (2011a). Kolb’s learning styles and experiential learning model. Retrieved

from http://www.nwlink.com/~donclark/hrd/styles/kolb.html

Clark, D. (2011b). Kolb’s learning styles and experiential learning model. Retrieved

from http://www.nwlink.com/~donclark/hrd/styles/kolb.html

George Brown College. [gbcstudentworkshops]. (2011, June 7). Find out your learning style [Video file]. 

Retrieved from https://www.youtube.com/watch?v=-Jwz_h0zXsY

Indiana University. (2014). Academic Enrichment. Retrieved  April 16, 2014 at

http://blc.uc.iupui.edu/AcademicEnrichment/StudySkills/LearningStyles

/3LearningStyles.aspx

McLeod, S. (2010). Kolb – Learning Styles. Retrieved fromhttp://www.simplypsy

chology.org/learning-kolb.html

Mountain Area Health Education Center (MAHEC). (n. d.). Retrieved from

https://portal.utpa.edu/portal/page/portal/utpa_main/daa_home/hshs_home/pasp_home/pasp_preceptors/preceptors_files/4B2A02D4002F4E39E044000E7F4F73A4

University of Iowa School of Social Work. (2009). Understanding Learning Styles. Retrieved from http://www.uiowa.edu/~nrcfcp/training/documents /Participant%20Packet%20-%20Learning%20Styles.pdf