With the improvement of technology, learning is also receiving advancement as various learning strategies are being discovered. The different learning strategies include visual, aural, verbal, physical, logical, social, and solitary. The preferred strategies in this article are verbal, social, solitary, and aural or auditory. Many people prefer the multimodal learning strategy rather than just concentrating on one learning strategy because it improves a student’s understanding and it helps a student to grasp information more quickly than a student who only uses one learning strategy (Worsley, & Blikstein, 2015). The multimodal learning strategy is used in many institutions, and it is a right direction towards the education of a student. Students who use the multimodal learning strategy show higher performance in schools.
The aural or auditory learning strategy is when a student prefers listening and speaking loud as a way of understanding information. If the speaker is loud enough, the student will grasp all the information, and thus read the right information. Therefore lectures of aural learners are used to the repetition skill for the student to get clear information (Blaz, 2018). Auditory learners are good at memorizing that they can remember a phone number when told once. In an auditory class, the learners know the essence of tonal variations that they can understand where to put the punctuation marks. Aural learners should realize that it is important always to attend classes, read before the next class, attend discussions, listen carefully or use a recorder if necessary, and ask for clarity.
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The verbal or linguistic leaner is a student who prefers using words in speech and writing for a better understanding. The words can come in the form of comprehensives, stories, questionnaires, or reports. The student will write whatever he or she understands from the source and then use it as personal information. Verbal students should attend classes and have various material of research on a particular topic. The verbal learning strategy is preferential because one cannot forget after reading and writing.
Also, the social learning strategy is significant whereby a student prefers learning with other students in groups for discussions. A student might attend a class, but he or she may not understand everything, and thus group discussions help. Such students are always active in group discussions, giving out points and gaining from other students. The social learning strategy is crucial because students have various aspects about a subject and they understood differently in class, and thus their arguments will lead to a consultation which will provide the right answer (Blaz, 2018). However, other students prefer the solitary learning strategy which is also substantial. Solitary learners prefer being in a quiet room studying and researching on their own. Such students understand more because they can comprehend peacefully, and if a question arises then, they will ask during the next class.
Other learning strategies that differ from these preferred learning strategies include physical, logical, and visual. According to Worsley and Blikstein (2015), the physical or kinesthetic learning strategy is when a student prefers being physically active such doing experiments and touching the objects of learning. This student would like to see how an object works physically rather than being given a theoretical handout of how it works. The kinesthetic learning strategy is important as it helps students understands and not cram what is said in class. However, the learners should be careful, and only handle the objects under the supervision of a lecturer or technician.
Visual learners prefer viewing things using the mind in that once it is shown in class, they will grasp it and go for further studies in a quiet room (Blaz, 2018). Moreover, the visual learning strategy helps lecturers express what they would have taught theoretically in a diagram which is easily understood by students. Visual students should know that it is important to sit in front of the class, take notes and read them before the next class, use textbooks, and ask the lecturer for the slides. This will be of importance because the student can understand the slides and diagrams deeply.
On the other hand, the logical or mathematical learner prefers using logic, reasoning, and systems (Blaz, 2018). Lecturers of logic students always find reasonable examples of daily life to explain a point in class. A logic student always relates what he or she was taught in class with everyday occurrences. They are always good at understanding because they break complex information into more straightforward examples that are easy to comprehend.
The awareness of these learning strategies influences the teaching because a lecturer would understand the kind of student and how to make him or her grasp easily ( Saga, Qamar, & Trali, 2015). For example, a lecturer teaching aural learners should come to class with a better sound system and write spellings of complicated words on the board. Also, a lecturer of a logic student should come in class prepared with logic examples the will help a student get the point. AS stated by Saga et al., 2015, this awareness also influences the learning of a student as he or she gets to know what should be done to achieve an understanding of a subject. For example, a physical learner should always attend classes to observe the machines and study them, because he or she is not good with just studying how the device operates theoretically. With this knowledge, schools are going to produce more intellectuals who are aware of their understanding, rather than a student being in school for years using a learning strategy that does not work for him or her.
References
Blaz, D. (2018). The World Language Teacher's Guide to Active Learning: Strategies and Activities for Increasing Student Engagement . Routledge.
Saga, Z., Qamar, K., & Trali, G. (2015). Learning styles-understanding for learning strategies. Pakistan Armed Forces Medical Journal , (5), 706.
Worsley, M., & Blikstein, P. (2015, March). Leveraging multimodal learning analytics to differentiate student learning strategies. In Proceedings of the Fifth international conference on learning analytics and knowledge (pp. 360-367). ACM.
