Learning Styles Associated with VARK

This report explores the different learning styles associated with VARK (Visual, Auditory, Reading, and Kinesthetic) and how teachers can incorporate these styles in their teaching methods. It discusses the importance of technology, student empowerment, and personalization of learning. The report concludes with recommendations for teachers to enhance student learning.

INDIVIDUAL REPORT

Table of Contents
INDIVIDUAL REPORT.................................................................................................................1
1. INTRODUCTION.......................................................................................................................3
2. LEARNING STYLES ASSOCIATED WITH VARK................................................................3
2.1. VARK Description...............................................................................................................3
3. RECOMMENDATIONS TO HELP TEACHERS......................................................................5
3.1. Technological introduction:..................................................................................................5
3.2. Student empowerment:.........................................................................................................5
3.3. Personalization of learning:..................................................................................................6
4. CONCLUSION............................................................................................................................6
5. REFERENCES............................................................................................................................1

1. INTRODUCTION
Teaching techniques are a boon to be incorporated among the student in order to deal with the
aspects of learning (Husmann and O'Loughlin, 2019). People usually tend to adopt means that
are easily habituated by the students to grow more in enhancing techniques. This entire report
deals with the aspects that are related to learning and the measures that are adopted by teachers
upon making students aware of the things that are necessary.
2. LEARNING STYLES ASSOCIATED WITH VARK
2.1. VARK Description
Learning is an unending-phenomena that will enhance the performance of an individual. There
are various aesthetic measures that are associated with learning (Espinoza-Poves and et.al, 2019).
In order to bring out the best of teaching methods, teachers will tend to bring in the measures that
can easily penetrate among the crowd to demonstrate the aspects of learning. One such method is
the VARK methods which depicts Visual, Auditory, Reading and Kinesthetic. There are a bundle
of teaching styles that are followed by people all around the world. The student mindset varies
upon the method of teaching that is followed and incorporated among the students (Díaz and
et.al, 2018, March). Eventually there seems to eb an interest that is developed and attained which
will in return bring forth the essence of learning something or the other. There are certainties that
are involved in teaching. Every student is not with the same perspective and due to variations in
different perspectives, teachers will come up with a research mechanism to inculcate things that
will portray better ness in the style of teaching (Sintia and et.al, 2019, November).
The VARK model was proposed by Neil Fleming in 1987 with the aim of meeting the student
perspective of learning. Learning styles are many. In these different scenarios the VARK stands
as a unique entity that will match the student course of action with the best outcomes (Idrizi and
Filiposka, 2018). There will be different individual learning preferences that are of student
concern. This method of incorporating the crowd with the aspects of learning are said to be a bit
crucial with the onset of making students realise the aspects of learning. It is first mandatory
identify the type of learning that is acceptable by the students (Sabiston and Leung, 2020). For
this purpose, Fleming introduced a self-analytic theory that will help to identify the sort of
learning by which one can easily get through the concepts. Upon this examination comes the
following outcomes:

2.1.1. Visual learners:
Visualising is the art of depicting the subject through the infographics, charts, pictures and
something that is visually represented. Not many students are habituated to the fact that they take
a copy of the material and read the entire entity and then go through the explanation process
(Awang and et.al, 2017). there are people who come under the category of grasping by just
visuals that are provided as a part of learning. For category of this kind, teachers can opt for
things that like providing the visuals which will act as one of the best tools to utilize the prospect
of learning. Few people are habituated towards visualising and grasping the onset of subjects.
When people can identify this with the help of self-analytic tool, people can go for visual
learning which will help them with learning in the easiest way possible. Visualising is associated
with remembrance. The remembering aspect will therefore be associated with the most of this
kind which will help them to learn (Khongpit and et.al, 2018).
2.1.2. Auditory learners:
Auditory learners are the ones that will grasp and learn from the aspects that are related to aural
teaching. This aspect of learning is seen in most of the students as there are many people who are
more interested to learn things from the audio related teaching aspects. There are things that are
most likely to focus upon in this particular teaching style. People are more into known factors
that can be predominating aspects of the crew. To move ahead with the most out of the learning
aspects which will leave an impact on the crew, the teaching will have to abide and distinguish
amidst of the best prospects of auditory learning. The grasping power of the student will further
be cashed upon incorporating the aspects of auditory learning techniques. Few student’s
psychology is such that they prefer listening other than just reading and knowing the aspects.
Things of this kind will further have to be improvised by the staff of an organisation to monitor
the learning outcomes.
2.1.3. Reading and writing learners:
Other most common aspect that is described in the learning stage is the aspect of reading ands
writing based learning which is the most common phenomena that can be seen in many
organisations. People tend to follow the guide most probably than relying upon the mentor-based
learning. Students of this kind are said to be the bookworms that will most get the knowledge out
the things that they have read rather than witnessing and hearing. Reading and writing is the
basic step but will leave an impact on the knowledge of the students that are brilliant in reading.

Things are not so similar with all the students. There seems to act a barrier in the aspect of
understanding the subject that is best taught and the one that is best read. This barrier will there
be conquered upon knowing the subject with their individual power which will further lead to the
most out of achieving the outcomes.
2.1.4. Kinesthetic learners:
This particular learning is said to be experience oriented. The word experience that is applied in
this is not just a mere word that will describe the aspect of going through the subject prior but the
one that is associated with the knowledge that is derived upon applying the formulas and the
materialistic thoughts which are tactile and can be best ensured with the aspect of learning. This
kinesthetic learners are like a one in a million and therefore be the best out of the lot. One may
not endure the circumstances upon leaving an impact yet the people that are more into the
kinesthetic learners are said to withstand the essence of leaving a mark of being the best revisers.
This will have to be followed by many people in order to make sure that the aspect of individual
grasping can be seen and incorporated by the crew. Most of the time people opt for the best
strategies like reading and visualising which are most followed yet these types will therefore be a
remarkable outcome of learner’s choice.
3. RECOMMENDATIONS TO HELP TEACHERS
There are a set of recommendations that when adopted by the teachers will be able to help them
guide the students in the most astonishing aspects. They are as follows:
3.1. Technological introduction:
Technology is the first and the foremost priority of every industry and organisation. technology
is made mandatory for many sectors. Although there are things that are easily achieved by
technology, the education is said to be the one that is merely using it. Technology when
combined with education will leave no stone untried since that is the most developing factor
which will help the student witness the most out of leaning. Teachers will have to incorporate
technology in their daily activities which will bind all the category of students into one form.
Introducing digital classrooms where students can incorporate the VARK learning mechanisms
will therefore be a useful tool to accomplish the learning outcomes.
3.2. Student empowerment:
Empowerment is a perineal weapon that can make people realize their potential of being the best
out of everything (Amaniyan and et.al, 2020). Students are to be empowered by the mechanisms

that will make them realize their potential about things that will make them one of the best
motivators of learning. Empowerment will give students the authority to withstand the pressures
that are adhered by learning. Empowerment will act as a guidance to withstand the atrocities that
are attained by learning. Students will mostly incorporate the most useful features of the best
environmental aspects when people are more towards grasping the prospects that are
incorporated through empowerment. Empowerment will help to make them realise their worth
and teachers will have to inculcate the criteria of empowering the students in the way they are to
be.
3.3. Personalization of learning:
People will be more concerned when the aspects of prioritizing the tool of personalisation by the
teachers is maintained (Dutsinma and Temdee, 2020). The personalisation is the method of
teaching that will meet the student expectations in a more convenient manner. Students
psychological condition is such that when teachers are giving personal importance, then students
will be able to incorporate the same. Personalised learning technique will leave the students in
satisfaction upon their interest towards learning. Teachers will have to adopt the ways of
introducing the personalised teaching and learning techniques that will be best incorporated
among the crew.
4. CONCLUSION
The entire report concludes upon the fact that the teaching is to be modified and will have to be
developed based on the importance of VARK model. The aspects of VARK are made clear
through the explanation every factor that is an essential in learning the myths of subjects that are
needed to be learnt. The recommendations that are best are explained in the report.

5. REFERENCES
Books and journals
Husmann and O'Loughlin, 2019. Another nail in the coffin for learning styles? Disparities among
undergraduate anatomy students’ study strategies, class performance, and reported VARK
learning styles. Anatomical sciences education. 12(1). pp.6-19.
Espinoza-Poves and et.al, 2019. The Vark Learning Styles among University Students of
Business Schools. Journal of Educational Psychology-Propositos y Representaciones. 7(2).
pp.401-415.
Díaz and et.al, 2018, March. An adaptive e-learning platform with VARK learning styles to
support the learning of object orientation. In 2018 IEEE World Engineering Education
Conference (EDUNINE) (pp. 1-6). IEEE.
Sintia and et.al, 2019, November. VARK learning style and cooperative learning implementation
on impulse and momentum. In Journal of Physics: Conference Series (Vol. 1280, No. 5. p.
052032). IOP Publishing.
Idrizi and Filiposka, 2018. VARK Learning Styles and Online Education: Case Study. Learning,
pp.5-6.
Sabiston and Leung, 2020. The role of student and instructor VARK learning styles in principles
of economics. Issues in Educational Research. 30(4). pp.1502-1521.
Awang and et.al, 2017, August. Relationship between the learning styles preferences and
academic achievement. In IOP Conference Series: Materials Science and Engineering
(Vol. 226, No. 1, p. 012193). IOP Publishing.
Khongpit and et.al, 2018. The VARK learning style of the university student in computer course.
International Journal of Learning and Teaching. 4(2). pp.102-106.
Amaniyan and et.al, 2020. Comparison of the Conceptual Map and Traditional Lecture Methods
on Students’ Learning Based on the VARK Learning Style Model: A Randomized
Controlled Trial. SAGE Open Nursing. 6. p.2377960820940550.
Dutsinma and Temdee, 2020. VARK learning style classification using decision tree with
physiological signals. Wireless Personal Communications, pp.1-22.
Online
VARK Model: [Online]. Available through: < Overview of VARK Learning Styles
(verywellmind.com)>
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