An Insight into Models of Learning Preferences Essay Example
Introduction
It is a universal concept that personalities will differ in the way in which they learn. Numerous theories enumerate how different individuals work though with differing styles and approaches (Cassidy, 2004 pg. 425). The various models of learning have different ways of putting their descriptions as it will be discussed below.
An Insight into Models of Learning Preferences
David Kolb’s Model
This model was developed by David A. Kolb based on the experiential theory of learning. According to this model, the learning process revolves around four approaches which respond to the situational demand leading to the formation of a learning cycle (Duff 2002, pg. 153). The sequence flows from experience, learning, observation, conceptualization and back again to experience in a cyclical manner. Kolb further postulated that all the approaches must be put into consideration for learning to be effective. In the process of
...using the four criteria, individuals tend to develop strengths in experience, that is, in experience-grasping and experience transformation approaches. In the process, individuals automatically develop preferences to the four learning styles that are accommodator, converger, diverger, and assimilator. This model developed by Kolb lead to the rise of learning style inventory which is mainly used in the assessment of learning styles in students. From the model, individuals develop a preference in any of the styles ranging from accommodating, converging, diverging and assimilating styles.
Honey and Mumford Learning Model
This was a learning model developed from the great works of Kolb whereby the four learning preferences were identified. These were activist, theorist, pragmatist and reflector. According to this model, individuals prefer the four preferences naturally (Hawk, 2007 pg. 11). They, therefore, recommend that each learner should have
proper understanding of their learning style and should seek opportunities to learn using the identified learning styles for them to maximize their personal learning. As per the model, activists are those individuals who learn by doing because they have an open-minded approach to learning with little or no biases in learning new things. For the theorists, they prefer understanding theory other the actions because they prefer analyzing, synthesizing and getting information systematically with logic (Wang 2006 pg.213). Pragmatists are experimenters who try new ideas and theories to see if they work in the real world by putting basic learning into practice. Lastly are the reflectors who prefer to learn by making observations and viewing of actions from different perspectives. They may even collect data and analyses it to work on a definitive solution that is based on facts.
Neil Fleming’s VAK Model
This model of learning builds on the sensory modalities used in neuro-linguistic programming. According to Fleming, visual learners prefer to learn through what they see, that is, they learn better using visual aids such as symbols, diagrams, and graphs other than mere words. Auditory learners learn through listening to lectures or group discussions. Tactile learners learn best when they touch, move and do things (Pashler, 2008 pg.111). Through this learning model, students can identify their best learning modality and maximize their learning through the same according to Fleming’s model.
Grasha and Reichmann Cognitive Model of Learning
The model tends to analyze learning by studying the attitudes of students and their differing approaches to learning. The background of this model was to determine coping techniques as well as cognitive processes in students. Under this model, there were four
distinct approaches to learning and these were avoidant, participative, competitive, dependent, collaborative and independent (Sadler-Smith, 2000 pg.245). The motivation behind the development of this model of learning was to determine why aptitude tests classroom performance and school grades were failing in identifying the real ability to learn in the learners.
Reference
- Cassidy*, S., 2004. Learning styles: An overview of theories, models, and measures. Educational psychology, 24(4), pp.419-444.
- Duff, A. and Duffy, T., 2002. Psychometric properties of Honey & Mumford's Learning Styles Questionnaire (LSQ). Personality and individual differences, 33(1), pp.147-163.
- Hawk, T.F. and Shah, A.J., 2007. Using learning style instruments to enhance student learning. Decision Sciences Journal of Innovative Education, 5(1), pp.1-19.
- Pashler, H., McDaniel, M., Rohrer, D. and Bjork, R., 2008. Learning styles concepts and evidence. Psychological science in the public interest, 9(3), pp.105-119.
- Sadler-Smith, E., Allinson, C.W. and Hayes, J., 2000. Learning preferences and cognitive style some implications for continuing professional development. Management Learning, 31(2), pp.239-256.
- Wang, K.H., Wang, T.H., Wang, W.L. and Huang, S.C., 2006. Learning styles and formative assessment strategy: enhancing student achievement in Web?based learning. Journal of Computer Assisted Learning, 22(3), pp.207-217.
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