7.2 Types of Learning
There are different types of learning in schools. Barr and Tagg provide an understanding of education through instructional and learning paradigms. Instructional paradigms of learning are the traditional methods of one teacher in one classroom, where the process is cumulative and linear. Learning paradigms approach learning through the use of holistic environments, where the learning process is active and interactive[3].
| Instructional Paradigm | Learning Paradigm |
|---|---|
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The instructional approach is traditional because it focuses solely on knowledge acquisition in the form of obtaining information and applying it effectively. This is still a functional model in many fields; however, the learner-centred paradigm offers a new conceptualization of learning that must not be overlooked. One example of this is the use of VARK learning through four sensory concepts:
- Visual
- Audio
- Read/Write
- Kinesthetic
Developed by Fleming and Mills from New Zealand, the VARK method aims to provide instruction for learning through many different modes, with various suggestions for learning to achieve outcomes[4]. Traditional approaches employ predominantly reading and writing assignments, with some visual activities pertaining to science, whereas the new procedure considers listening to a podcast or being active in an experiential learning task. One way to learn is by teaching with games in groups, especially since they can provide a robust level of VARK styles to increase educational outcomes.
These learning styles can be combined. VARK processes and traditional methods can be used in tandem. For example, in a nursing program, there are traditional lectures, but also experiential training which is needed for observation like how patients are reacting to medication, administering vaccines effectively, and listening to the needs of patients. A general sense of VARK learning is necessary to achieve student learning outcomes in many academic disciplines.
VARK and Adult Learning
VARK models are commonly found in primary/secondary education, however, they can also be used in classrooms for adult learning. Marcy describes their use by incorporating sensory modalities and reflecting on the experience. Students were generally receptive to the VARK model, with many of them falling into multi-modal streams of learning[5]. What this reflects is that the use of VARK modalities can be beneficial outside of the primary/secondary sphere and are effective for learning and teaching in an adult education framework. Further discussion of VARK models for higher education should be expanded upon and tested. For a deeper understanding of VARK learning, use the interactive slides below.
