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Visual, Aural, Read/write, and Kinesthetic

Visual, Aural, Read/write, and Kinesthetic

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After undertaking the Visual, Aural, Read/write and Kinesthetic (VARK) analysis the results indicated the user (researcher) to be multimodal. The researcher’s results were visual 9, aural 9, read/write 10 and Kinesthetic 6. The user’s preference learning style is read/write mode because it had the highest score in this scale. The other methods of learning were very close to the choice style. Aural and Visual learning style scored the same 9 points. Kinesthetic learning style was quite different as its range was a bit large as compared to the preference learning style. Its score on this scale was 6.

The results indicated by the questionnaire suggest that the user prefers obtaining information that is being presented in words format. It is expected that, during learning, the researcher interacts more with internet, PowerPoint, dictionaries, and diaries. The user also finds it interesting to interact with patterns, designs, shapes and actively participating in group discussions because visual and aural learning styles are at tied and very close to reading/write learning style (Ledlow & Coppola, 2011). Since almost all the learning styles were almost the same, the user can be classified as a multimodal learner in VARK. The user is a VARK type one as there are three almost equal preferences meaning that the user can be able to choose a given single mode to a suite current learning situation.

The user prefers to take notes, rewrite them while reading, revisits the note once in a while and also ensures that the points that have been rewritten are arranged into a hierarchy. The user tries as much as possible to describe diagrams, charts and tables using statements to make it very easy to recall. The researcher usually prefers conducting researches through the internet and converting the information obtained into power Point form for more natural understanding. The user goes through the handouts given to confirm the points taken while taking notes and also to make sure they flow in a logical order. The user is always in close connection with the dictionary to check terms that might be technical and whose meaning may not be clear to the user. All new ideas that are obtained during research are well numbered and in most cases the user prefers storing the information in softcopy using Microsoft word.

The user is a VARK type one, and therefore he can switch from one mode to another depending on the prevailing learning context. For the researcher to gain sufficiently from any learning taking place, text-based input and output are preferred. Besides regularly using internet for research, and extra work, the researcher, also practices multiple choice questions strategy and putting ideas into paragraphs. In most cases, the points that are put into hierarchy form are usually keyword based so that they can provide flashcards for essential information. The users always spend a great deal of time playing around with pictures, diagrams and symbols while trying to convert them into statements (HKAECT & In Ma, 2014).

Once in a while the user will attend a discussion group for confirmation of what has already been read on the handouts, notes, and the new ideas obtained during research. A comparison of the identified learning strategies and the preferred ones indicates a high correlation and similarity between the two. Although the preferred learning strategies are almost the same as the designated ones, there are some little differences. Some of the preferred strategies such as attending group discussion and interacting with diagrams and pictures seem to cut across the board covering visual, aural and read/write strategies. This can be attributed to the almost the same score that was identified that is very close to the leading score of read/write. The user, who is a VARK type one can, therefore, be able to switch from one learning strategy to another based on the context of learning.

Identification of individual learning styles strategies and preferences is significant in impacting knowledge and receiving and applying the knowledge that has been gained. In circumstances where a teacher the best approaches to administering his/her learning materials to the learners, he/she can opt to change the course content approaches (In Oermann, 2015). The educational facilitator can decide to change teaching methods, media, and materials in order to support the students to acquire optimum knowledge. The teachers also get to know ways in which he/she can engage the learners and also supports their learning strategies.

Getting the awareness of one’s learning styles, preferences and strategies also have some impacts on the students. If appropriate learning styles, preferences, and strategies are applied carefully, then the learners can absorb much of what is taught and, in that case, they can retain most of it (In Oermann, 2015). The students can, therefore, be able to cover most work within a short period as compared to the way they would have comprehended the content in the normal situation. The students are also likely to perform better because they understand the content, and they are also able to retain most content.

References

HKAECT (Conference), & In Ma, W. W. K. (2014). New media, knowledge practices and multiliteracies: HKAECT 2014 International Conference. In Oermann, M. H. (2015). Teaching in nursing and role of the educator: The complete guide to best practice in teaching, evaluation, and curriculum development. Ledlow, G. R., & Coppola, M. N. (2011). Leadership for health professionals: Theory, skills, and applications. Sudbury, Mass: Jones and Bartlett.


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