Learning styles group common ways that people use to acquire knowledge. Most people have their preferred methods of learning which when used continuously tend to be dominant. There are multiple benefits and reasons for discovering how one works. My primary learning technique is the auditory method; I am not surprised. However, at some point, using two or more styles is also essential in maximizing my learning potential. People change their techniques as they grow up mainly due to job requirements and the shift in educational levels. On the other hand, I have also been trained to relate to more of a combined learning skill as a visual learner due to career demands. Some of my principal obligations include writing down procedures for project execution, risk assessment, and specialized technical expertise. There are also other roles that come along with business management regarding quality, health, safety, and environment (QHSE) administration. There is value in combining auditory and visual learning methods. The multimodal strategy is a combination of preferences for the transfer of information through hearing and observing. For example, I cannot do procedures effectively by only listening to other people. There is value in observing and taking down some notes. When reflecting on visual ability, it is easy to observe and interpret pictures, diagrams, maps, and displays. One has a higher immediate recall of words that are presented visually (Merriam & Bierema, 2013). The auditory skills are also influential especially when it comes to recalling what other people said. As an auditor, I am required to conduct inspections and audits and present the results in written form. During the work process, there is a lot of interaction and information sharing. The advantage is that I have a choice on whether to recall what people said or visualize how the things being addressed looked based on the amount and value of data in question. The ability to learn through observation and hearing helps me to retain information with ease. Throughout the learning and working process, people enter many arenas. As a result, there is a need to adjust one's skills based on the requirements at each level (Lovelace, 2005). When working with other students, there are multiple benefits to utilizing the multimodal learning technique. An example is promoting service learning. The process involves linking learning goals and community needs through service projects. Learners are required to apply the knowledge acquired in class to real-world events. Some learners have challenges in transferring this information to practical situations. In such a scenario, I can easily collaborate with others by helping them activate the previously acquired knowledge. Also through this method, I can instill in others the idea of conceptual change. Sometimes, existing knowledge can make it difficult for one to learn and retain new information. Using multiple styles keeps one interested and engaged (Soloman & Felder, 2005). When assigned the role of a leader or tutor, one can efficiently address other people's needs.
Conclusion
Different people learn in very different ways. Some people find it hard to learn by observing what others do, no matter how well they do it. These preferences apply in all stages of life not just in school. The ability to use two or more methods promotes learning in different ways and encourages active learning. Auditory and visual methods are supplementary especially when dealing with unique and personalized data. Students with a fair amount of background information can easily create examples regarding a specific topic and trade them with peers. The primary goal is shifting the focus from content to the process of learning.
Delegate your assignment to our experts and they will do the rest.
References
Lovelace, M. K. (2005). Meta-analysis of experimental research based on the Dunn and Dunn model. The Journal of Educational Research , 98 (3), 176-183. http://proxy1.ncu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ698743&site=eds-live
Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice . John Wiley & Sons.
Soloman, B. A., & Felder, R. M. (2005). Index of learning styles questionnaire. NC State University. http://www.engr.ncsu.edu/learningstyles/ilsweb.html .
