Everyperson can learn in a different manner from other people. However,the learning styles have been grouped to physical learning where aperson learns by doing something, visual, or audible. Every personshould understand the best way he or she understands best, itmaximizes the time used in the study with the use of the varioustechniques. A person has to consider the learning objectives thesubjects involved as well as concepts. Every style of learningincludes methods that are useful in the best way an individual canlearn(Pritchard, 2005).
Thereare three styles of learning individuals can get classifiedinto on the field of learning. On the identification of the type oflearning skills, a person can get to improve on the informationlearnt over a period. It also enables an individual to improve on theease of acquiring the information. One of the divisions of learnersis the visual learners. In this group of learners, new skills aregained by seeing. New information is best gained by visualobservation. The use of diagrams should get advised on thistype of learning (Pritchard,2009).
Anothertype of learning is auditory learning. In this type of learning,learners make the use of verbal communication as well as lectures.They can also make use of written data to some extent however unlessthe information is heard it will not be completelyeffective. Auditory learners listen to the tone of the voice, thepitch in the voice and also the speed of the instructor to the newskill. The learner will also benefit from making recordings of thedata being relayed. Many of the auditory learners repeat the thingsthey learn in that way they learn the information relayed.
Anothertype of learning type is the tactile learning. Some people learnbetter when they are performing the actual. They are commonlyreferred to as kinesthetic learners. This group of people learnsbetter when they have conducted experiments. However, they have shortattention and, therefore, need to have their hands on the approach.Tactile learners can apply many approaches in learning new skills.
Differentlearning styles have their own similarities as well as differences.On the case of similarities, the learning styles have a common focuson process. The models used in learning concern themselves with theprocedure of learning. They insist on the various ways people gaininformation. They also concern themselves on the ways people think ofthe information they have gained. Lastly, they are all concerned withthe manner in which people evaluate the results of data. Anothercommon aspect in the learning styles is the emphasis they havetowards personality. The theorists in the learning styles indicatethat learning is the consequence of individualized acts of feelingsand thought (Pritchard,2005).
Thereare however differences in the learning styles. Some of the learningstyles are complex and also comprehensive. There is also theevaluation of the emotional, environmental, psychological,sociological and also psychological factors involved in the learningstyles. Different learning styles are affected differently by thepresence or absence of the mentioned factors. Some learners are alsoaffected by the need to move, the need to smoke, chew or drink.Individuals are different in the manner they are affected by theprevailing conditions. Level of responsibility and Motivation is alsoanother factor that influences the differences in learning styles(Sadler-Smith& Evans, 2006).
Theidentification of learning method that best suits a person is ofgreat importance. A person can concentrate on the means he or she canprocess data across a wide area of study. The understanding of thelearning methods enables a person to identify the obligation ofaffective and cognitive processes in learning (Dunn& Griggs, 2000).As a result, an individual can increasingly deepen the understandingof issues that relate to motivation. s also tends toidentify thought as a crucial issue in the learning process. It,therefore, makes the learner avoid relying upon the basic activitiesthat are of lower level. Style Scores Visual 12, Social18, Physical11, Aural 20, Verbal 10, Solitary 7, Logical 8.
Thestyle of learning affects education.Irrespective of the variouscriticisms leveled against the learning styles there arepossibilities that the learning styles can get used in thedevelopment on the usage of learning styles. Teachers apply theknowledge of learning styles in utilizing a broader range. It resultsto the provision to learners a diverse experience in learning. Thechances for brain interconnectivity get increased. The self-awarenessof students is also increased by the application questionnaires inthe learning styles. The learning style thus contributes theeffectiveness of learners. The level of self esteem and motivation isalso increased by learning styles. The issue of studentsunderstanding the learning styles is an empowering process andencourages them to develop on their own. Students who had consideredthemselves as failures could get a chance to improve on theireducation. They get the control of their learning process (Pritchard,2009).
Learningprocesses are of major importance in the learning of adults. Theeducation programs in the education of adults are dependent upon theprinciples of learning styles. There are special needs in theeducation system of adults that require the attention of learner’sstyles. Among the needs includes adults have the characteristic ofbeing self directed and autonomous. It is, therefore, necessary foradults to be free and control their learning. On the case thatlearning is based in the classroom, them the facilitator needs toinvolve the adults in the learning process. The facilitator needs toguide the adults towards learning instead of giving them all theinformation. Adults should have responsibility in the learningprocess. They should get involved in the discussions, group basedtasks and presentations. On the case, that learning involvese-learning the designing of the course should be in a manner that thegroup can learn the course in deeper details and also be able tochoose from varieties in the learning activities (Dunn& Griggs, 2000).
Anotherissue to get considered in the case of adult education is an aspectof education and knowledge the adults poses. Over the years, adultshave accumulated experience related to work, family issues as well asprevious education. The link between the experiences and the courseleads to the creation of relevant experience in learning. Anotherimportance in applying learning styles in adult learning is to makeit practical and also relevant. Due to the information in the brainsprocesses it can sort out relevant information from the irrelevantinformation (Sadler-Smith& Evans, 2006).
Onthe case of adults, they are goal oriented. The main objective foradults to participate in a particular learning program is to achievea specific goal. Due to that fact adult would appreciate a programthat has objectives clearly defined. An orderly organization of thetraining program would get appreciated by adults. The learningobjective of the program needs to be communicated in advance to theadults. They are also a problem oriented and need to apply theknowledge in practical. It is of importance to the adult learners touse the knowledge in the classroom in their personal and workenvironment. It aids them to get the link between the theories in theclassroom and practical application. Adults utilize the knowledge insolving the problems they are experiencing as well as creating actionplans (Pritchard,2009).
Theapplication of learning processes to adult education enables them toget motivated by extrinsic as well as intrinsic factors. Motivationperforms a major task in the learning process. When an adult getsproperly motivated he or she can retain more data than when theydon’t get motivated. External and internal factors play a more rolein motivating adults. At the initial stages of work, they aremotivated to learn, in the same manner they get motivated by the newmethods of approaching work. It is usually in making efforts to solveproblems. As they gain the skills, their motivation may decreaseuntil the emergence of another need.
Anotherreason for the application of the learning techniques is becauseadults have limited time. Adults have many tasks they are required toperform including family and jobs, their time is, therefore, limitedand should not be wasted. s have a major role ofensuring proper time management. The pressures in life tend to limitadults to engage in learning. On the limited time available, thetraining program should impact as much knowledge as possible to theadults. They also have different styles in learning. The trainingprograms should consider the multiple learning styles adults preferwhen delivering information (Sadler-Smith& Evans, 2006).
Dunn,R. S., & Griggs, S. A. (2000). Practicalapproaches to using learning styles in higher education.Westport, Conn: Bergin & Garvey.
Pritchard,A. (2005). Waysof learning: Learning theories and learning styles in the classroom.London: Fulton.
Pritchard,A. (2009). Waysof learning: Learning theories and learning styles in the classroom.Abingdon, Oxon: Routledge.
Sadler-Smith,E., & Evans, C. (2006). Learningstyles in education and training.Bradford, England: Emerald Group Pub.