ELT Voices Indiaeltvoices.in/Volume2/EVI22/EVI_22_6.pdf · J.L.Shalin: Multiple Learning Styles for Online Learners 63 | E L T V o i c e s – I n d i a ( V o l . 2 I s s u e 2 )

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ELT Voices – India Volume 2 Issue 2 | April 2012

ISSN 2230-9136

© Ignite (India) Publishing, Bhavnagar, Gujarat – India

www.eltvoices.in

ELT Research Paper 4

Multiple Learning Styles for Online Learners

J.L.Shalin, George Brown College Toronto

J.L.Shalin: Multiple Learning Styles for Online Learners

62 | E L T V o i c e s – I n d i a ( V o l . 2 I s s u e 2 ) | A p r i l 2 0 1 2 | I S S N 2 2 3 0 - 9 1 3 6

Abstract

I conducted a field trial of an online course as an integral part of my PhD

research. When I initiated the trial, I faced a lot of problems as a facilitator. The

participants were not participating enthusiastically. As a consequence, I had to

find some modus operandi to make the course more interactive, collaborative

and interesting. As the first and foremost strategy for this, I decided to

accommodate various learning styles of the learners. On the basis of my

extensive academic experience, I modified the content and included more

interactive and collaborative activities that can address and embrace most of the

learning styles. As a result, I was able to run the field trial successfully, and the

participants felt motivated to start and finish the course. I have tried to include

the findings and conclusions which I inferred on the basis of this practical

research experience. My findings were substantiated by academic scholar’s

views and opinions regarding multiple learning styles.



Introduction

The Objective of this paper is to focus on the concept how a language user (English as

a Second Language) uses his/her operative sensibility, and also to discuss how

creativity in the language user helps him/ her in developing competence and

performance in using English as a second language. Interestingly, for the Indian users

of ‘English’, it is a typical situation that – English is a foreign language (Second

language in teaching – learning context in Indian Education System) and our operative

sensibility is Indian. Although everyday use of language is essentially a creative

activity, the fact about the ‘newness’ of everyday language has largely been missed

among many English language users in India.

Introduction

The learning style is known as the composite of characteristic, cognitive, affective,

and physiological factors that serve as relatively stable indicators of how a learner

perceives, interacts with, and responds to the learning environment (Serap & Sari,

2008). It is now a known truth that students learn only 10% by reading, 20% by

hearing, 30% by seeing, 50% by seeing and hearing, 70% by saying, and 90% by

saying and doing (Active Teaching - Active Learning : Teaching Techniques and

Tools, 2005). This practically proven belief can be applied in the case of web learners

as well. The following pyramid illustrates how many percentages the learner in

general, and the web learner in particular, can learn from various activities or

participation strategies.



Adapted from “Multimodal Learning Through Media: What the Research Says.”

[http://www.cisco.com/web/strategy/docs/education/Multimodal-Learning-Through-

Media.pdf]. July, 2012.

Thus, students need a variety of teaching methods; a host of learning strategies;

activities which they can read, visualize, hear, say and do; instructional guidance

leading to independence; ability to work on their own with appropriate assessment

methods, appropriate tools and technology for independent and guided study (Muir,

2001) . Various learners having different learning styles adopt a variety of learning

strategies. They would like to do certain things more than others. Then, they charter

out their own plans to remember, understand, learn and know (pdsupport : Knowing

Your Students, 2011) .

Educational implications for learning styles of online learners

Carla Lane has thrown some light on how online teachers should include the activities

that are more student-centered than traditional activities, and accommodate learning-

style based instruction. The first step in implementing learning style-based instruction

is diagnosing the individual learning styles of each student. The second step is

http://www.cisco.com/web/strategy/docs/education/Multimodal-Learning-Through-Media.pdf

http://www.cisco.com/web/strategy/docs/education/Multimodal-Learning-Through-Media.pdf



profiling group preferences and weaknesses. Are most of the students visual, aural or

kinesthetic/tactile learners? The third step is assessing current instructional methods to

determine whether they are adequate or require more flexibility. (Lane, 2000)

If any modifications are to be made in the instructional methods on the basis of above

three findings, teachers can add alternative activities that could replace and

supplement the existing ones, or challenge students to develop skills in other areas by

completing assignments that utilize all learning styles. When teaching an online

group, teachers should use maximum possible learning styles in their presentations if

they are to reach maximum number of students (FELDER & BRENT, 2005).

Addressing learning styles of online learners

The four most common learning styles are visual, aural, reading/writing, and

kinesthetic/tactile. Most people learn through all modalities, but have certain strengths

and weaknesses in a specific modality. Some people have an equal propensity for

more than one style, which is titled as the multimodal style. Once a person's learning

style is ascertained, accommodations can be made to increase academic achievement

and creativity, as well as improve attitudes toward learning. (Ominiyi &

Y.A.Adedapo, 2012)

The visual learning style

Luu Trong Tuan has rightly said that visual learners process information most

effectively when the information is seen. These online learners think in pictures and

have vivid imaginations, so inclusions of pictures, charts, graphs, flow charts, figures,

diagrams, illustrations, hierarchies and other visual aids would certainly help them in

information processing. (Tuan, 2011)

Online visual learners like to use video clips, diagrams, images and maps as

instruction strategies. They prefer electronic white board, electronic conferencing and

chat as communication modes. They may use reference maps, diagrams, pictures,

articles as reference material to strengthen their study. If mind mapping of concepts



(webbing) diagramming, PowerPoint Presentations, readings are given in a form of

assignment, they can perform well. They select identification on maps, diagrams,

drawings, sketches, read and response as means of testing (Teaching Technologies,

2011) .

Therefore, online teachers can freely use some activities in online facilitation like

replacing words with symbols or initials; translating concepts into pictures and

diagrams; underlining or highlighting notes or textbooks with different colors; turning

visuals back into words; and making and displaying flashcards of key information

with words, symbols, and diagrams.

The aural learning style

Aural learners process information most effectively when spoken or heard. These

learners respond well to lectures and discussions, and are excellent listeners. They also

like to talk and enjoy music and dramas. When trying to recall information, aural

learners can often "hear" the way someone told them the information. (Multiple

Intelligences and Learning Styles, 2011)

Online auditory learners would accommodate lectures and audio clips to be used as

modes of instruction. For communication, they, of course, go for phone calls and

audio conferencing. Video or audio clips from a media collection are more suited for

them as reference materials. They wish to have some assignments in the form of

projects with audio components, interviews, seminars, reports, speeches and power

point. Sound identification and verbally administered test can be used for testing

purposes to evaluate them.

So, online teachers can productively use certain activities in web teaching like making

the e-learners attending lectures and tutorials; discussing topics with them and

inspiring them to discuss the same among the peers; summarizing notes on tape and

listening to them; motivating the learner to join a study group or have a "study



buddy"; tape recording and hearing lectures; and talking out loud when recalling

information or solving problems.

The kinesthetic/tactile learning style

Emily Giles, Sarah Pitre and Sara Womack (2003) have described that

kinesthetic/Tactile learners process information actively through physical means.

Kinesthetic learning refers to whole body movement while tactile learning refers

only to the sense of touch. These learners gesture when speaking, are poor listeners,

and lose interest in long speeches. Most students that do not perform well in school

are kinesthetic/tactile learners. The crux of this learning style is that the learner is

connected to real situations through field experience, "hands on" demonstration,

example, practice, or simulation. (Giles, Pitre, & Womack, 2003)

Tactile and Kinesthetic e- learners favor advance organizer, in class exercises,

asking for volunteer participation in class demos or simulations for learning/teaching

instructions. More than often, they aspire for synchronous conferencing and group

work for communication with peers and the facilitator. Virtual field trips may prove as

good reference for their learning. To keep them busy, they would like to have

assignments like self assessment quizzes, model building, presentations, and demos.

Quite often they would ask for performance of a task, multiple choice tutorial,

reports/papers, portfolio of project work.

The online teacher can transform his/her teaching to be more efficient by motivating

kinesthetic/tactile learners to sit near the instructor in classroom situations; read out

loud from textbook and notes; copy key points onto large writing surfaces (i.e.

chalkboard or easel board); copy key points using word processing software; listen to

audiotapes of notes while exercising,; take in information through field trips,

laboratories, trial and error, exhibits, collections, and hands-on examples; put real life

examples into notes summary; recall experiments and role-play; and also to use

pictures and photographs that illustrate an idea.



The tactile and kinesthetic e- learners are often categorized as active web-learners

because they feel quite enthusiastic for class participation as a means of instruction.

They love to have online meetings with their peers and facilitator for communications.

These learners also feel motivated for virtual field trips as their learning reference

phenomenon. Model building can serve as a good assignment for them, and projects

and reports might be designed for testing.

Contrary to them, those learners who rely more on reading and writing for learning

are named as passive learners.

The reading/writing learning style

Reading/Writing learners process information most effectively when presented in a

written language format. These learners benefit from instructors who use the

blackboard to illustrate important points and provide outlines of the lecture material.

When trying to recall information, reading/writing learners remember the information

from their "mind's eye." Many academics have a strong preference for the

reading/writing style. (Introduction to learning styles, 2011).

Passive virtual learners need class time for reflection or critical thinking for

absorbing instructions. Many online learners have agreed to the fact that they prefer

webcast as the most productive communication learning medium. They receive

reference material from observation and reading. Problem sets and journaling have

been proved as motivating assignments for them. They can be tested best through

problem solving and essays (Educating the Net Generation, 2005) .

To make the online teaching more interactive and collaborative for reading/writing

learners or passive learners, the facilitator can motivate them to write important

information again and again, read notes silently, organize any diagrams into

statements, e-write the ideas and principles in other words and create flashcards of

words and concepts that need to be memorized.



Sequential e-learners can be instructed through web published outlines, lists and

examples. They can accept intake and offer input ideally through discussion and

communications in small groups. They are very receptive of reference materials of a

procedural nature that can be found in scholastic journals. Assignments like creation

of steps and processes will be liked b most of them. That is why they can be tested

meaningfully through creation or re-enactment of steps and processes (Resource

Guide for Teaching EnglishLanguage Learners, 2008) .

Virtual global learners prioritise discussion of concepts, paradigms and theories the

first in the list of instructional strategies. Large discussion groups are proved the most

motivating communicative methods for them. They absorb most of the broad based

reference materials, newspaper articles, magazines and books. They certainly like

journaling, discussion, relationship construction and mapping. Their learning can be

measured and tested through essay type questions and portfolios.

The online learners who are sensory might opt for images, sounds, video, demos and

simulations as means of instruction. Any conferencing tool may prove as an ideal

communication strategy. They receive a lot of knowledge from virtual field trips using

them as reference materials. As far as assignments are concerned, they like creations

of demos, images and case studies. They would prefer to go for those tests that ask for

details, tests with accompanying images and audio.

Intuitive online learners would like the facilitator of the online course to use case

studies, hypothesis, setting and prediction to get them instructed. They choose any

type of group work for communication with the facilitator and co – learners. They

keep themselves busy with readings from various view points, and also comparing and

contrasting assignments in the form of reference material. For assignments, they like

problem solving and resolution development. To be tested many online facilitators

have agreed that this type of learners would feel motivated to take the test in the form

of essays that ask for outcome projections.



When inductive learners go for e – learning they would feel happy if they are

instructed through facts, formulas, demos and observations and presentation of

background information. Any type of group work will be okay for their

communication modus operandi. Sample problems and reference sheets for formulas

will be ideal reference for them. These learners will try to include problem sets,

memorization and terminologies in their commitment in assignments and homework.

If they are to be tested, they have a particular taste for problem sets, objective answers

and multiple choice quizzes.

In virtual class the facilitator can use applications, link of the familiar to the

unfamiliar, examples and advance organizers to instruct the deductive learners.

Group projects or conferencing are good for communication among them. Case

studies can be proved as preferable reference material for them. Like some learners

mentioned above, they like model building and simulations for assignments. For the

purpose of testing them problem solving applications, scenarios and essays can serve

as good means for measuring their progress in an online course.



Resource Guide for Teaching EnglishLanguage Learners. ( 2008, May). Retrieved

August 17, 2012, from Chesterfield County Public Schools: https://ncps-

ellwiki.wikispaces.com/file/view/ESOLResourceGuide%5B1%5D.pdf

Active Teaching - Active Learning : Teaching Techniques and Tools. (2005,

November ). Retrieved August 01, 2012, from Oregostn State University :

Extension Service: http://extension.oregonstate.edu/catalog/4h/4-h0259l.pdf

Educating the Net Generation. (2005). Retrieved August 15, 2012, from

http://www.educause.edu/research-and-publications/books/educating-net-

generation: http://net.educause.edu/ir/library/pdf/pub7101.pdf

Introduction to learning styles. (2011, April 29). Retrieved from http://www.gp-

training.net/training/educational_theory/reflective_learning/learning_styles/intr

oduction.htm

Multiple Intelligences and Learning Styles. (2011, April 16). Retrieved from Rider

University: http://www.slideboom.com/presentations/126457/Multiple-

Intelligences-and-Learning-Styles?pk=8ad0-676f-58ab-85b4-dba6-fdae-e5a7-

1216

pdsupport : Knowing Your Students. (2011, May 02). Retrieved from

http://pdsupport.cmswiki.wikispaces.net/page/pdf/Knowing+Your+Students

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FELDER, R. M., & BRENT, R. (2005, January). Understanding Student Differences.

Retrieved August 05, 2012ust, from Journal of Engineering Education, 94 (1),

57-72 (2005):

http://eprints.me.psu.ac.th/ILS/info/Understanding_Differences.pdf

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ELT Voices Indiaeltvoices.in/Volume2/EVI22/EVI_22_6.pdf · J.L.Shalin: Multiple Learning Styles for Online Learners 63 | E L T V o i c e s – I n d i a ( V o l . 2 I s s u e 2 )