Module 3 Assignment BSN 4520

Module 3 Assignment BSN 4520

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Module 3 Assignment BSN 4520

Learning styles comprise a set of premises and conjectures presuming systematic disparities within the usual or habitual trend of attaining and processing information within learning situations. Usually, the premise regarding different patterns of learning is based on the disparate ways through which subjects process information. Accordingly, every individual has an uncommon way in which he or she gains knowledge. As such, it is usually important for educators within all fields to possess knowledge concerning diverse learning styles in order to provide learners with a range of measures to learn and gain information. Hence, in this context, the discourse will focus on two learning styles, which comprise the VARK learning style, and the Dunn and Dunn Learning Model.

The VARK Learning Style

A commonly used variant of learning styles employed within the learning environment comprises the VARK model. Developed by Neil Fleming, the learning model is actually an acronym representing the different types of learners evident within a usual setting. These comprise Visual learners (V), Auditory learners (A), Reading-writing preference learners (R), and Kinesthetic or tactile learners (K) (Hawk & Shah, 2007). Based on its constituents, the VARK learning model asserts that most individuals possess an overriding or favored learning style. However, some of these individuals tend to own an assorted and equally balanced combination of the four mentioned styles. Before its development, the VARK learning model was once established as the VAK model. As such, it did not notice the reading-writing preference style at the time (Hawk & Shah, 2007). Hence, with respect to Fleming’s study, it became evident that most learners can be categorized by their predilection for visual erudition via motion pictures and diagrams, auditory learning via discourses, lectures and music, reading and writing through textbook reading, note taking, and list making, or kinesthetic learning via experiments, movements, or practical activities.

Visual Learners

Visual learners are capable of gaining knowledge effectively through seeing (Hawk & Shah, 2007). Graphic illustrations such as diagrams, charts, handouts, videos and designs comprise assistive techniques that can be used efficiently in visual learning. Persons who favor this form of learning would relatively view information exhibited within a visual instead of being in a written form.

Aural (Auditory) Learners

Aural learners gain information efficiently through hearing. They are inclined to attain considerably from activities involving exercising the mentioned sense (Hawk & Shah, 2007). Such activities comprise lectures and discussion. In addition, auditory learners are exceptional at recall the things they are informed.

Reading-Writing Learners

Reading-writing learners are more inclined to attain information depicted in the form of words (Hawk & Shah, 2007). Materials for learning that are mainly based on text are usually preferable among these types of learners.

Kinesthetic Learners

Kinesthetic (tactile) learners tend to learn effectively by doing and touching. Accordingly, participation in practical activities allows them to acquire information at a much significant rate than all other learners. As such, a hands-on experience is usually imperative to these types of learners (Hawk & Shah, 2007).

The Dunn and Dunn Learning Model

The Dunn and Dunn learning model depicts a variety of variables that have been shown to affect the accomplishments of learners from the phase of kindergarten to adulthood. Based on the model, every learner possesses a personal and exclusive blend of preferences (Dunn & Griggs, 2007). Some of these preferences may be sturdy, and as such, the learner stands to gain significantly if his or her need is tackled especially in instances whereby he or she is focusing on a difficult subject. Other inclinations may be reasonable and worth tackling if, the progression of learning is not smooth. For other variables, the preference may not be illustrated (Dunn & Griggs, 2007). This is due to the likely absence of such factors within the learners. Consequently, the ability of the learner to participate in the work and attain success may be dependent on unconnected dimensions or the level of interest that he or she exudes concerning a particular subject (Dunn & Griggs, 2007). In addition, it is possible to consider that a specific variable may not possess any factual bearing towards the ability of the learner to focus and study. In this respect, the Dunn and Dunn learning style takes note of the internal and external factors that may actually pose an effect on a learner’s ability to process and understand information. These dimensions may be environmental, sociological, emotional, physiological, or psychological (Dunn & Griggs, 2007). Based on these markers, instructors or educators can avail a set of queries or questions which will attempt to see whether factors within these categories pose a significant impact on the ability of the learner to study.

Conclusion

In conclusion, the VARK Learning Model and the Dunn and Dunn Learning Style provide an effective way of understanding the different abilities that learners possess in relation to their studies. In the former model, educators are encouraged to understand the type of learning that their students enjoy and use to process information effectively. Simply, educators are advised to see the learners that gain from visual learning, aural, reading-writing, or kinesthetic learning. On the other hand, the Dunn and Dunn learning model focuses mainly on the internal and external attributes that pose an effect on the ability of the learner to understand. As such, environmental, sociological, emotional, physiological, or psychological factors are considered in order to assist learners in gaining effectively from their education.

References

Dunn, R. S., & Griggs, S. A. (2007). Synthesis of the Dunn and Dunn learning-style model research: Who, what, when, where, and so what? New York, NY: St. John’s University.

Hawk, T. F., & Shah, A. J. (2007). Using learning style instruments to enhance student learning. Decision Sciences Journal of Innovative Education, 5(1), 1-19.