VAK learning styles

 Beginning in the 1920s, psychologists and child education experts like Fernald, Keller, Orton, Gillingham, Stillman, and Montessori created the initial VAK principles. At present VAK principles have become the preferred model within the accelerated learning community. The values and benefits of VAK learning have gone far beyond its original applications in accelerated learning. Everybody learns uniquely. To learn something, certain individuals must see it, some must hear it, and some must put it into practice (Gholami, & Bagheri, 2013). Depending on how they like to acquire and process information, learners can be classified as either visual, auditory, or kinesthetic learners. While auditory learners prefer to hear the material, kinesthetic learners learn best by doing. Visual learners can learn successfully when they see the materials. The three groups are recognized as VAK learning styles (Surjono, 2011).

Figure 01: VAK Learning Styles

                                Source: (Injadat, 2022)

Figure 01 illustrates the three learning styles of VAK model.

Visual Learners 

These learners favor visual learning methods. As a result, they enjoy reading a lot, which calls for attention and quiet time. Bulletin boards, videos, and movies must provide visual stimulation for visual learners (Oxford, 1995 cited in Gholami, & Bagheri, 2013). Individuals who prefer this style of learning are those who learn through seeing things. They are inclined to see a concept as a whole rather than individual part. Prefer a less formal setting to learn, a traditional classroom environment may not be beneficial to them (Sreenidhi, & Helena, 2017). As an example of visual learning, we can identify the use of visual stimulating methods used by professional trainers in organizational training programs like PowerPoint presentations, videos, pictures, and body movements of the trainer.

Auditory learners

Auditory learners enjoy the oral-aural learning channel. Thus, they want to engage in discussions, conversations, and group work. These students typically require only oral directions (Oxford, 1995 cited in Gholami, & Bagheri, 2013). An auditory learner is able to follow verbal instructions readily and prefers to hear information rather than read it. They have a tendency to adopt a theoretical style of learning. Auditory learners are good at writing responses to lectures they have heard and are also good at oral exams. Auditory learners may be reluctant to make their own notes or conduct personal research. They may prefer delivering presentations to a written report. Proponents claim that when an auditory/verbal learner reads, it is almost impossible for the learner to comprehend anything without sound in the background (Sreenidhi, & Helena, 2017). Auditory learning illustrates when organizations conduct brainstorming sessions, discussions, and audio learning programs to educate and develop their employees.

Kinesthetic Learners

These individuals succeed in learning by feeling and acting out concepts. They enjoy engaging in tactile experiences, such as touching, feeling, holding, doing, and experiencing actual work (Surjono, 2011). Students who have predominantly kinesthetic learning styles are thought to be natural discovery learners. Such students need few verbal or written instructions and are confident in participating in hands-on activities. Kinesthetic learners' short and long-term memory is strengthened by their use of their own body's movements (Sreenidhi, & Helena, 2017). We can identify the practical application of this concept when organizations send their employees to off-site training facilities to foster leadership skills and teamwork.

Referencing  

Gholami, S. & Bagheri, M. S. (2013) Relationship between VAK learning styles and problem solving styles regarding gender and students' fields of study. Journal of Language Teaching and Research, 4(4), pp 700-6. (Online). Available at: http://www.academypublication.com/issues/past/jltr/vol04/04/08.pdf. Accessed on August 23, 2022.

Injadat, M. A. M. (2022) VAK learning styles model. ResearchGate.(Online). Available at: https://www.researchgate.net/figure/VAK-Learning-Styles-Model_fig1_326564924. Accessed on August 22, 2022.

Intel Corporation (2007) Designing effective projects: thinking skills frameworks learning styles. Intel Teach Program. (Online). Available at: https://acdowd-designs.com/sfsu_860_11/Styles.pdf. Accessed on August 23, 2022.

Surjono, H. D. (2011) The design of adaptive e-learning system based on student’s learning styles. International Journal of Computer Science and Information Technologies, 2 (5), pp 2350-53. (Online). Available at: http://staffnew.uny.ac.id/upload/131666733/penelitian/19+herman+dwi+surjono+The+Design+of+Adaptive+E-Learning+2011.pdf. Accessed on August 23, 2022.

Sreenidhi, S. K. & Helena, T. C. (2017) Styles of learning based on the research of Fernald, Keller, Orton, Gillingham, Tillman , Montessori and Neil D Fleming. International Journal for Innovative Research in Multidisciplinary Field, 3 (4), pp 17-25. (Online). Available at: https://www.researchgate.net/publication/317305325_Styles_of_Learning_VAK. Accessed on August 23, 2022.