In today’s world, many students learn in diverse ways, however, some classrooms have not adapted to the multiple ways in which students learn. An example of the ways of learning is what Fleming (1995) recognizes as visual learners, auditory learners, reading and writing as well as students who learn better with kinesthetic techniques. These techniques can be utilized within the classroom to help student retain information better and to allow them to learn comfortably. Many students are able to use all four of Fleming’s (1995) four ways of learning, however, many students have a preference in which helps them to learn better. Therefore it is important that teachers incorporate all four of these methods of learning. Examples of what Fleming (1995)
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A total of 92 nursing student participated, the study only assessed students who were in their third year at university who were enrolled in the maternity nursing course at the university (Alkhasawneh., et al). To assess the students’ learning preferences, “VARK” by Fleming (1995) was used. Before the study took place, the main investigator explained the purpose of the study to the student’s and then were asked to complete the questionnaire by Fleming (1995), the questionnaire was taken two times by each students. The first time occurred at the beginning of the course and a second time on the last day of the course (Alkhasawneh., et al). Problem based learning was introduced separately and through role play, case presentation and self-evaluation because the students learned within three different places that included the classroom, labs, and clinical placements (Alkhasawneh., et al). The results of the study found that the students preferred to learn by reading and writing, their second preference for learning was by kinesthetic learning. Too, 58% of the students expressed more than one way in which they prefer to learn (Alkhasawneh., et al). Some limitations of this study were that it lacked to find any significance …show more content…
Many individuals learn in different ways and Prithishkumar & Michael (2014) found it necessary to show how diverse learning preferences really are within the classroom. Moreover, 91 males and female first year medical students working toward their undergrad were the subjects being studied. Using a newer version of the multiple choice VARK questionnaire that included 16 questions, the students were asked to fill out the questionnaire (Fleming, 2014). Then the students were separated into groups based on their answers provided on the questionnaire. The following groups were having one learning preference, have more than one learning preference, having two learning preferences, having three learning preferences and quadrimodal, having four learning preferences. The results of this study found that 79 of the students had two learning preferences and 12 students had just one learning preference, with this no visual learners were shown in the unimodal category (Prithishkumar & Michael, 2014). Moreover, the most common category was students who had two learning preferences, the most common being aural, and kinesthetic as well as in the trimodal group, the three most popular learning preferences was aural, read/write, and kinesthetic. However, nobody was classified within the quadrimodal group (Prithishkumar & Michael, 2014). With these
A total of 92 nursing student participated, the study only assessed students who were in their third year at university who were enrolled in the maternity nursing course at the university (Alkhasawneh., et al). To assess the students’ learning preferences, “VARK” by Fleming (1995) was used. Before the study took place, the main investigator explained the purpose of the study to the student’s and then were asked to complete the questionnaire by Fleming (1995), the questionnaire was taken two times by each students. The first time occurred at the beginning of the course and a second time on the last day of the course (Alkhasawneh., et al). Problem based learning was introduced separately and through role play, case presentation and self-evaluation because the students learned within three different places that included the classroom, labs, and clinical placements (Alkhasawneh., et al). The results of the study found that the students preferred to learn by reading and writing, their second preference for learning was by kinesthetic learning. Too, 58% of the students expressed more than one way in which they prefer to learn (Alkhasawneh., et al). Some limitations of this study were that it lacked to find any significance …show more content…
Many individuals learn in different ways and Prithishkumar & Michael (2014) found it necessary to show how diverse learning preferences really are within the classroom. Moreover, 91 males and female first year medical students working toward their undergrad were the subjects being studied. Using a newer version of the multiple choice VARK questionnaire that included 16 questions, the students were asked to fill out the questionnaire (Fleming, 2014). Then the students were separated into groups based on their answers provided on the questionnaire. The following groups were having one learning preference, have more than one learning preference, having two learning preferences, having three learning preferences and quadrimodal, having four learning preferences. The results of this study found that 79 of the students had two learning preferences and 12 students had just one learning preference, with this no visual learners were shown in the unimodal category (Prithishkumar & Michael, 2014). Moreover, the most common category was students who had two learning preferences, the most common being aural, and kinesthetic as well as in the trimodal group, the three most popular learning preferences was aural, read/write, and kinesthetic. However, nobody was classified within the quadrimodal group (Prithishkumar & Michael, 2014). With these