VARK

Teaching and Learning Styles

Author: Neil D Fleming

Researched by : Monique DalzielMarion Heinz

The purpose

To highlight the importance of a range of teaching methods to cater for the learning styles of adult students

To recommend some practical activities to demonstrate a variety of teaching and learning methods

VARK modes

The four learning preferences of VARK:

Visual

Aural

Read/Write

Kinaesthetic

VARK shows a learning preferencenot a learning strength

Many students have two or more learning preferences

Multi modal students (more than 2 preferences) often need to use two methods to learn effectively

Encouraging students with the same learning preference to work together is useful as they are often on the same wavelength and communicate together more effectively

Background

Developed by Neil Fleming, at Lincoln University, NZ, in 1987

VARK package designed to be ‘advisory rather than diagnostic and predictive’.

Widely used around the western world

Version 2.0 launched 1998 in Missouri, USA with Dr Charles Bonwell.

Current version 7.1

Adult learners Need to have a purpose

for learning (a goal)

Are highly motivated (at least initially)

Expect to put their learning into practice

Have to multi task because of other commitments

Have life experience to bring to their learning

(Ihejirika, 2013, p.312)

Learning Preferences are evolving

First year learners often have an Aural

preference (especially females) and are more

likely to be uni-modal

Older students are more likely to remain uni-

modal

First year males have a preference for

Kinaesthetic learning

Final year students are usually

bi-modal or multimodal

Aural preference is less prevalent

in later years of study(Jindal, Kharb & Samanta, 2013, p.34 Barclay, Jeffres & Bhakta, 2011, Article 33James, D’Amore & Thomas, 2011, p. 420)

Metropolitan & Rural Differences

Australia study compared first year nursing students from rural and metropolitan cohorts:

Findings:

Rural students had a higher preference for Visual & Kinaesthetic than metropolitan students

Rural group had a higher single preference than metropolitan group

NB:

Second language students exhibited lower scores in Visual & Aural categories

(James, D’Amore & Thomas, 2011)

Problem based learning

Advantages of PB learning

Fosters team building Communication

Critical thinking skills

Active learning method supports principles of adult learning

e.g. promotes independent self-directed enquiry

Disadvantages of PB learning

Tutor needs to ‘let go’ and allow student-centred learning

Takes time to develop good case scenarios

Difficulties with groups working together

Students may feel there is not enough tutor input

Chunta & Katrancha, 2010, p.560

Linking VARK to problem based learning

4 stages of PB learning

1. Problem analysis

2. Brainstorming

3. Self-directed learning

4. Solution testing

Based on VARK preferences, problem-based learning is good for all learners:

Kinaesthetic (practical) Students can

concentrate on real life scenario

Learn by recall the occasion

What happened

How was it managed

What was the outcome

What was the method used

How does it link to the theory

Visual Learners can visualize

the situation

Link it to what they visually remember from reading

Picture the situation

Recall what was said

PB links to Learning Preferences

Aural:

Students can concentrate on real life scenario (listening & simulation)

Recall the interactions

Role play the situation

Discuss the implications

Make decisions based on verbal discussion

Read Write:

Make notes of the proceedings (record keeping) linked to practice and theory

Provide texts to back up decisions

Write up or draft outcomes for formal recording

Using educational games to reinforce learning

Two card games Cardiology Go Fish

Infectious Disease Gin Rummy

Used as a teaching strategy for health professionals in pharmacy practice

VARK learning preferences were incorporated in the games

‘Nursopardy’ – based on the game of ‘Jeopardy’

Used in Fundamentals of Nursing

To be used to as a revision tool

Students enjoyed the innovative approach to learning

Recommended as revision in first semester

(Barcley, Jeffres, Bhakta, 2011) • (Boctor, 2013)

VARK and links to other Learning Methods

VARK and NLP

‘We see, we hear, we feel, we taste and we smell. In addition,… we have a language system.’

(Grinder & Bandler, cited in Fleming 2001, p.63)

The three principal forms of communication identified in NLP were :

Visual, auditory and kinesthetic

(Rose, 1985, cited in Fleming 2001, p.63)-

the learners’ ‘lead channel’ for accessing information and organizing their experience

(Grinder & Bander, cited in Fleming, 2001, p.64-65)

VARK and Kolb

VARK

Read Write:

Briefs, references, texts, publications

Kinaesthetic:

Hands on, games, exploring, arts, simulations

Visual:

Flowcharts, workbooks, outlines, maps, diagrams

Aural:

Discussion, music

Mapping VARK to Kolb

Abstract sequential

Concrete random

Concrete sequential

Abstract random

Four types of learners:

Activists – like new experiences, problem solving etc

Reflectors – cautious and thoughtful, consider all angles

Theorists – link observations to logical models

Pragmatists – practical, apply new ideas and don’t reflect too much.

Honey & Mumford’s modificationOf Kolb’s learning style Inventory

Conclusion

The basis of VARK lies in research on perception and people’s preferences

These preferences can change as learners progress in their studies

Learners can have more than one learning preference

Providing a range of preferences will give learners greater choice on how they take in information

Learning preferences are affected by age, locality, gender and ethnicity

Problem-based learning is recommended as it covers alllearning preferences

Educational games for revision cater wellto different learning styles

Reference List Barclay, S. M., PharmD., Jeffres, M. N., PharmD., & Bhakta, R., PharmD. (2011). Educational card games to

teach pharmacotherapeutics in an advanced pharmacy practice experience. American Journal of Pharmaceutical Education, 75(2), 1-33. Retrieved from http://search.proquest.com/docview/883153475?accountid=40261

Boctor, L. (2013). Active-learning strategies: The use of a game to reinforce learning in nursing education. A case study. Nurse Education in Practice, 13(2), 96-100. doi:http://dx.doi.org/10.1016/j.nepr.2012.07.010

Chunta, Kristy S, PhD, RN,A.C.N.S.-B.C., C.M.C., & Katrancha, Elizabeth D, MS,R.N., C.S.N. (2010). Using problem-based learning in staff development: Strategies for teaching registered nurses and new graduate nurses. The Journal of Continuing Education in Nursing, 41(12), 557-564. doi:http://dx.doi.org/10.3928/00220124-20100701-06

D'Agustino, S. (2012). Toward a course conversion model for distance learning: A review of best practices. Journal of International Education in Business, 5(2), 145-162. doi:http://dx.doi.org/10.1108/18363261211281753

Fleming, N.D. (2001). Teaching and learning styles: VARK strategies. Christchurch, N.Z.: Author

Ihejirika, J. C. (2013). Teaching strategies for adult learners: Implications of learning characteristics for effective teaching-learning transaction. Academic Research International, 4(2), 310-315. Retrieved from http://search.proquest.com/docview/1353301094?accountid=40261

James, S., D’Amore, A., & Thomas, T. (2011). Learning preferences of first year nursing and midwifery students: Utilising VARK. Nurse Education Today 31, 417-423.

Jindal, M., Kharb, P., & Samanta, P. P. (2013). Comparative analysis of instructional learning preferences of medical students of first and seventh semester. International Journal of Physiology, 1(1), 32-36. Retrieved from http://search.proquest.com/docview/1399519158?accountid=40261