Theory Review

Rachel Wise

Commented On: Abi Perdue Moore

Learning Styles: Theory Review

Rachel Wise

EDAC 635

Professor Bo Chang

September 22, 2019 

Learning Styles: Theory Review

Each person has a unique sequence in their DNA that makes them who they are. We might have similarities, such as hair color or personality traits, but it is the differences that make us unique individuals. The same uniqueness can be seen in the different learning styles for adults. Each person draws upon past experiences in learning or life, that can allow different styles to have more impact than others. “The term learning styles refers to the view that different people learning information in different ways” (Pashler, McDaniel, Rohrer & Bjork, 2008, p.106). Learning styles do not mean that is the only way in which an adult learner can learn, but instead can help facilitators understand the best practices to use to help the learning experience. A combination of learning styles can be the best plan when designing educational courses and materials. 

Learning Styles

Learning style is the how of learning. It refers to how the information was presented and processed for us to learn. “Learning style refers to the way in which a learner approaches and responds to a learning experience” (Lawson, 2016, p.28). Many adults can be the combination of multiple learning styles, not relying simply on just one but multiple that work together best for that person’s learning experience. Each learning style has a different approach to the presentation of the materials. It is up to the individual person on how they process and learn that information. “These strategies determine how the learner goes about learning tasks but not how well the learner learns” (MacKeracher, 2004, p.79). The overlap in what works best for a learner, in terms of strategies in teaching, is something that the facilitator is responsible for addressing in how the course can be structured and the presentation of materials. 

There are multiple labels and approaches of learning styles. “There is no ‘one best way to learn’; adults with differing styles manage to learn quite productively” (MacKeracher, 2004, p.80). Adults can be the mixture of different learning styles, but not identifying their preference can lead to unjust labels being placed upon the learner. For example, say a course only uses one method primarily for communicating the information. For students in which that method relates with their learning style best, they will most likely succeed. “It is also natural and appealing to think that all people have the potential to learn effectively and easily if only instruction is tailored to their individual learning styles” (Pashler et al., 2008, p.107). Individualization can help the learning experience be positive for the learner and motivate them with the subject. Others who do not have that same learning style could struggle and be unfairly labeled as disabled learners. According to MacKeracher (2004), Suessmuth identified three general preferences of learning styles for adults.  The three learning styles are language learners, numerical learners and auditory-visual-kinesthetic learners. Learners can identify which style they tend to lean towards for learning and make adjustments that favor that style. “Adults tend to self-select learning situations and learning-facilitating relationships that enhance their own learning style” (MacKeracher, 2004, p.81). Identifying and understanding the different learning styles can assist both learners and facilitators with navigating the best learning experience for all. 

Language Learners

The first learning style identified is language learners. “Language learners prefer to hear (auditory) language or see (visual) language” (MacKeracher, 2004, p.88). Language learners tend to favor information presented in the form of text, in which they can either choice to read themselves or listen to. According to Lawson (2016), print learning allows the participants to understand the written word. This can give the opportunity to the learner to take in the information and interpret it into a meaning they understand and can relate to. By learning with text, they can communicate in written format and dissect the information presented to them into vital components. An example is assigning selected readings from articles or books that apply to the topic. This allows the learner to learn the information in text format. Language learners can also go at the pace they are most comfortable learning at and can take that time to examine the text they are reading. Learners can prefer auditory language, instead of visual language. With auditory language, they can process the information while listening to it such as a lecture or audio book. 

When working with language learners it is important to acknowledge the subject of the materials and the best way to present it to them. “Learning should be presented in a way that complements each person’s preferred modality” (Lawson, 2016, p. 33). Having the information in print can be easy for some subjects, but present as challenging for others. It then falls onto the facilitator to modify the critical knowledge into that format for the learners and guide them to use the text in the best way to work with their learning experience. Using text in visual ways, such as presentations or books, and including auditory text can stimulate the learner’s experience. Giving multiple selections of the language in different formats can assist all learners to gain and understand the information.

Numerical Learners

Numerical learners are the next learning style identified by Suessmith. “Numerical learners prefer to hear (auditory) or see (visual) numbers” (MacKeracher, 2004, p.81). Numerical learners, compared to language learners, do not required text as much to learn but instead a focus on numerical information. “They prefer activities that require then to analyze and evaluate” (Lawson,2016, p. 32). Numerical learners tend to focus on analyzing of data and prefer the presence of visual displays the numbers. Spreadsheets or charts can be useful to demonstrate the data. “Elaborative processing refers to connecting and applying new ideas to existing knowledge and to the learner’s personal experiences” (Komarrajui, Karau, Schmeck & Avaic, 2011). Numerical learners can look at data and connect it to other information they already know or draw comparisons between similar data. 

Similar to the other learning styles, numerical learners tend to be drawn towards those methods that use numbers, but can also relate to other methods as well. “For those who use learning style instruments regularly as part of their education and training must impress upon their learners that their learning styles are not the only, nor necessarily ‘the best way’ for them to learn” (Merriam, Caffarella & Baumgartner, 2007, p. 409).  Numerical learners can be successful with the data is presented visually in graphics or charts, but text explaining it can be beneficial as well. Even though that format would suit language learners, it can still be beneficial for numerical learners to use. With all the learning styles, there is an overlap between methods and how they can work together to assist learning. Presenting data with other formats, such as PowerPoints or in lectures, can help learners process the information. 

Auditory-Visual-Kinesthetic Learners

The last of the general types of personal learning styles is auditory-visual-kinesthetic learners. “Auditory-visual-kinesthetic (ACK) Learners prefer to learn through personal experiencing and need sensory stimuli” (MacKeracher, 2004, p.81).  ACK learners are broken down into three categories of learning – auditory, visual or kinesthetic. Auditory learning is completed by listening to the information. Activities such as audio recordings, lectures tend to work best for these learners. According to Lawson (2019), these methods allow participants the best opportunity to take in the information by simply listening. Visual learning is experienced through the eyes. “Research indicates that more adults are visual learners than any other perceptual style” (Lawson, 2019, p.33). The best methods for visual learners include videos, PowerPoint presentations or photos. Lastly, kinesthetic learning is through movement. “Kinesthetic involves the psychomotor skills and movement from one place to another” (Lawson, 2019, p. 33). Activities such as role play or certain group trainings can be used for kinesthetic learners. 

VAK learners can be a mixture of all three types of learning and use a combination to understand. “What students remember is a function of how they process information from lectures, readings, or discussions” (Komarraju et al., 2011). Some learners use all three styles while going through their learning experience. Such as lectures that use PowerPoints, the learner hear what the facilitator is saying but also sees the visual of the slides. “Learners’ visual, auditory, and kinesthetic learning preferences are the central focus of the perceptions approach to determining learning styles” (Merriam et al., 2007, p. 408). It blends into the language and numerical learners in which the format of the information is different but visual or auditory methods are used. 

Reflection

            When I began writing my theory review, I first read many sources that discussed learning styles. While reading, I found that many touched on the same basic topics. It was interesting because I had a little background information on learning styles, based on my own previous learning experiences. Those topics that kept being repeated usually discussed visual, auditory and kinetics learning. I had thought of myself as more of a visual and auditory learning, but after reading more I think I am a combination of all three. The most significant information that I discovered was how learning styles shouldn’t be used as the primary learning method for adults, instead as a source of combinations of materials to assist the learning experience. It is true that many adults aren’t just one learning style, but a combination of levels of multiple styles. 

Table 1. Summary of the theoretical ideas

Learning Styles
Language Learners	Learners in which the preferred method is through visual or auditory language, such as written or audio books, lectures and presentations.
Numerical Learners	Learners in which the preferred method is through numbers (data) format, such as charts and spreadsheets.
Auditory-Visual-Kinesics	Learners in which the preferred method is through sensory stimuli including either auditory, visual or movement within the learning experience, such as hands on projects or simulations

References

Komarraju, M., Karau, S. J., Schmeck, R. R., & Avdic, A. (2011). The Big Five personality traits, learning styles, and academic achievement. Personality and Individual Differences, 51(4), 472–477. doi: 10.1016/j.paid.2011.04.019

Lawson, K. (2016). The Trainers Handbook, 4th Edition(4th ed.). Hoboken, NJ: John Wiley & Sons.

MacKeracher, D. (2004). Making sense of adult learning (2nd ed.). Toronto, Canada: University of Toronto Press.

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in Adulthood: a Comprehensive Guide(3rd ed.). San Francisco: Jossey-Bass.

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest, 9(3), 105-119. Retrieved from http://www.jstor.org.proxy.bsu.edu/stable/20697325