University of Wollongong

Research Online
University of Wollongong in Dubai - Papers University of Wollongong in Dubai

2013

Learning styles and training methods

Jawahitha Sarabdeen
University of Wollongong in Dubai, [email protected]

Publication Details
Sarabdeen, J. 2013, 'Learning styles and training methods', IBIMA Communications, vol. 2013, no. 2013, pp. 1-9.

Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library:
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IBIMA Publishing
Communications of the IBIMA
http://www.ibimapublishing.com/journals/CIBIMA/cibima.html
Vol. 2013 (2013), Article ID 311167, 9 pages
DOI: 10.5171/2013.311167

Learning Styles and Training Methods

Jawahitha Sarabdeen

Faculty of Business and Management, University of Wollongong in Dubai, Dubai,

United Arab Emirates
_________________________________________________________________________________

Abstract

As the learners have their own preference in learning, trainers should customise their training
programmes and training methods to maximize the outcome of the training. This paper
analyses the major theories on learning styles and applies one of them to the students in Dubai
to understand their various learning styles. The research applied Flemings VARK theory
through survey conducted among 106 students and the result shows that there are variations
in learning preference. Most of the students fall within reader or writer and kinaesthetic
categories. The research also confirmed that the students could possibly have more than one
learning styles. Thus the research in theory confirmed the earlier research findings that
learning styles must be taken into consideration for better learning outcome. The practical
implication is that the trainers should adopt various learning strategies to achieve the learning
objective.

Keywords: Learning Styles, Training, Trainers, Trainees.

______________________________________________________________________________________________________________

Introduction lifelong learning urges the trainers and the

training institution to recognise learning
Learning style is basically ones approaches diversity and to individualise the approaches.
or ways of learning. Every individual has his It says that everyone should be able to follow
own preferred way of learning compared to the learning pathways of their own choice
others, therefore it is important to the rather than being obliged to follow
trainers and educators to understand various predetermined routes to specific destination
styles of learning so that they will be able to (EU, 2006). Similarly, the OECDs Lifelong
effectively engage in transferring knowledge Learning for All suggests the same approach
and skills. Learning Styles are researched and encourage to use open-ended and
since 19th century. The early learning interconnected learning targets within a
research concentrated on the relationship system of personal learning plans and
between memory and oral/visual learning individualised assessment methods (Norman,
methods (Dunn et al, 1975 & 1989). Later, 2004). This paper will discuss popular
the focus shifted to different cognitive styles theories of learning styles, rationale for using
and strategies that determine a learners the learning styles and the implication for
mode of receiving, remembering, thinking HRD practitioner. In addition, it will
and problem solving (Messick, 1976). elaborate on a survey conducted by the
Students or trainees preference of learning researcher on the VARK Learning style of
style should be matched with instructional learning.
materials for better learning outcome
(Gregoric, 1985). There were various studies Objective and Methodology
undertaken among the college students and
found that learning styles among the The main objective of this paper is to analyse
accounting and economic or finance students various learning styles of the trainees and the
differ from marketing and management need to customize the training programmes.
students (Dunn et al, 1975 & 1989). The In order to achieve the objective, the
European Commissions memorandum of researcher analysed the existing theories on
Copyright 2013 Jawahitha Sarabdeen. This is an open access article distributed under the Creative
Commons Attribution License unported 3.0, which permits unrestricted use, distribution, and
reproduction in any medium, provided that original work is properly cited. Contact author: Jawahitha
Sarabdeen E-mail: [email protected]
 Communications of the IBIMA 2

learning styles and conducted a survey using The other approach is related to transforming
VARK model learning style. The VARK experience. They are Reflective Observation
questionnaire can serve as a stimulus for and Active Experimentation. All four
interpreting and reflecting on the ways that a approaches can be useful depending on the
learner prefers to learn. In 2011, about 118 situations and the resulting learning styles are
questionnaires were distributed and combinations of the individuals preferred
collected among the students in Dubai to approaches. The four learning styles available
learn their learning preferences; out of which in Kolbs model are converger, diverger,
106 were considered as complete and usable. assimilator and accommodator (Kolb,1984).
The characteristics of the four learning styles
Literature Review on Learning Styles and the best delivery method are shown in
Table 1:
Learning style was developed by researchers
to classify learners based on their approach to Buch and Bartely (2002)used Kolb model in
perceiving and processing information (Buch his research where they conducted a survey
& Bartley, 2002). Learning style is defined as in a large financial services institution in the
specific behavioural pattern an individual Southeast USA. 337 employees were
displays in learning (Campbell, et al, 1996). identified and questionnaire was distributed.
Dunn defines it as a new way how new 165 participated. The research questionnaire
information is acquired by individual to included 5 delivery modes: computer based,
develop new skills (1975 & 1989). Kolb TV based, print based, audio based and
(1984) defined it as a process where an classroom based. The result revealed that
individual retain new information and skills. 25% were accommodators 29% were
Kolbs theory of learning styles states that assimilators, 22% were convergers and 24%
knowledge is created through transformation were divergers. This proved that there are
of experiences. Technology-aided instruction various styles of learning represented in an
has helped to develop customised learning adult population. The divergers preferred
tools to maximise the benefit. OConner traditional mode of delivery and
(1998) states that it is necessary to examine accommodators preferred computer based
learning styles and various delivery modes. learning. The finding is one of the many
There are various researchers who studied research findings that support Kolbs theory
the learning styles and developed models of of Learning Style Inventory. Lum et al (2011)
learning styles. The most used and researched used Kolb in analyzing bridging professional
models were developed by Kolb (1984), education programmes in three institutions
Honey and Mumford (1986), Gregorc (1985) among the three difference professionals in
and Fleming (1995). Kolb (1984) developed Ontario, Canada. All three professionals found
his model of Learning Style Inventory based to be divergent. Thus they prefer to observe
on the Experiential Learning Theory where he than participate or act. The authors suggest
outlined two related approaches toward that the relevant authority should consider
grasping experience. They are Concrete offering more courses by considering their
Experience and Abstract Conceptualisation. learning style.
3 Communications of the IBIMA

Table 1: Kolbs Theory, Characteristics of Various Learners and Best Delivery Methods

Kolbs Learning Characteristics Training Delivery Mode

Styles
Converger They are abstract Small- group discussion and class
conceptualisation and room participation dislike lectures.
active experimentation. They are not risk takers. Thus they
Thus they will be able to prefer data-based programs and
make practical application prefer computer based learning.
of ideas by deductive
reasoning. They are also
good problem solvers.
Diverger They are good at concrete Traditional classroom based delivery
experience and reflective that comprises of brainstorming
observation. Therefore sessions, reflective activities, lectures
they tend to be and rhetorical questions (Blackmore,
imaginative and provide 1996 & -Hodgson, 1998).
innovative ideas.
Assimilator This group uses abstract Prefer print-based delivery (Delahaya,
conceptualisation and 2005)
reflective observation.
They are good at using
inductive reasoning. They
are private learners.
Accommodator This group of learners Like experiment. So could use hands-
tends to use concrete on computer-based simulation games,
experience and active online group works, role play games
experimentation. They are and observations. They prefer
good at actually doing the computer based delivery mode.
things. [OConner, 1998, Mootter-Hodgson,
1998, & McCarthy, 1985]

Honey and Mumford (1986) adopted Kolbs theorist and pragmatist. Based on the
model and created their own version to suit learning style they developed Learning Styles
middle or senior managers in business. Two Questionnaire (LSQ) (Honey & Mumford
variations were created to the original model 1986). This questionnaire was developed as
to address the business environment. Firstly, self-development tool. The completion of the
the authors renamed the stages as having an question will help the managers to focus on
experience, reviewing the experience, strengthening the under utilised styles so
concluding from the experience, planning the that everyday learning experience can be
next steps. enhanced. The learners characteristics as per
Learning Styles Questionnaire are shown in
Secondly, as per stages they have renamed Table 2.
the learning style as activist, reflector,
 Communications of the IBIMA 4

Table 2: Learning Styles Questionnaire

Honey and Mumford Characteristics Activities

Learning Style
Activist Learn by doing and brainstorming
participation problem solving
group discussion
puzzles
competitions
role-play
Reflector Learn by watching others models
and think before act statistics
stories
quotes
background information
applying theories
Theorist Learn by understanding time to think about how to
theory very clearly apply learning in reality
case studies
problem solving
discussion (Rose, 1987)
Pragmatist Learn through practical paired discussions
tips and techniques from self analysis questionnaires
experienced person personality questionnaires
time out
observing activities
feedback from others
coaching
interviews (Cano-Garcia &
Hughes, 2000)

Naturally, there will be some flexibility appropriate teaching strategies. In UK Kolbs

between the four styles of learning since it is Learning Style Inventory and Honey and
generally presumed that not every learner Mumfords Learning Style Questionnaire are
learns in the same way or that one style is well known (Campbell, et al, 1996).
preferable to another. There are those who
try to see a word when spelling, while Another most commonly and widely used
auditory learners might experience it as a learning style is Flemings VARK (1995). He
sound and tactile learners would need to categorised learning styles into four types.
write it down to test how right it seems. His questionnaire focuses on gaining more
Similarly, concentration and memory level students attention because of better match
differs, some sees faces but forgetting names, between teaching and learning styles. He
while others remember names but cannot pointed out it is not necessary to restrict the
visualise faces. Simon and Wai-ming (2010) learners and teachers to select one of the four
used Honey and Mumford's Learning Styles styles. However, usually they show strong
Questionnaire (LSQ) to examine the learning preference for one and make a strength and
style of students in Macao. The finding shows weakness on the others. The differences in
that students scored strong preferences in students learning could be in relation to
activist and reflector and attained moderate their skill, the way the information is
preferences in theorist and pragmatist. This processed and possible application of the
finding implies that Learning Styles information. He classified the learners
Questionnaire may help individual learners according to their learning preferences. The
to identify their learning behaviors. So that it four types of learners are visual, auditory,
can be taken into consideration in planning reading or writing and kinaesthetic. Visual
5 Communications of the IBIMA

learners are those have preference for visual 2. The trainers will be able to consider as the
aids like diagrams and handouts and they foundation for better interaction.
prefer to think in pictures. Never get lost in
finding direction. They love to draw and 3. It is possible to build strategies for
scribble and have good sense of colour accommodating learning styles.
matching. Auditory learners tend to learn
through lectures and discussions. They love 4. It will allow to prepare student
sounds and music (Flemimg,1995). This type involvement in learning process.
of learners uses aural content in association
and visualisation. Reading/writing 5. It will allow the students to group as per
preference learners prefers the collection of their learning preferences (Kolb, 1984).
information from printed words. Lastly,
kinaesthetic learners or tactile learners learn One may show preference to one or more
through experience. They like to experiment styles of learning and if the learning
and projects to explore. They like physical environment is not consistent with the
exercise and generate ideas while doing individual style of learning, the learning may
exercises. They cannot sit for long and would be ignored and neglected. Understanding the
like to move around and love to try it out. learning styles of the students helps to create
Flashcards will work better with them as learning strategies. Learning strategies are
they can touch and move them around the ways the student chooses to deal with the
(Campbell, et al, 1996). learning task. Learning strategies could
include listening, questioning, thinking,
Gregorc (1985) organised another model of writing and vision or combination of various
learning styles that explains how the mind strategies. By making the learner aware of
works. This model looked at perception. The the strategies that can be used for various
perceptions are considered as the foundation tasks, they will be able to develop framework
of ones learning strengths or learning styles. for meta-cognition. According to Bostrom
There are 2 perception qualities and two and Lassen (2006), those who can identify
ordering abilities. They are concrete and their learning style will be able to define their
abstract and random and sequential own progress. Taking full control of learning
respectively. In concrete perception five will lead to self-efficacy. Self-efficacy can be
senses play an important role. Information is achieved by understanding previous success
collected from them while in abstract and failure, observation of the learning
perception understanding of ideas, qualities behaviours of others, persuasion from others
and concepts. Sequential ability involves and emotional arousal.
organisation of information in a linear and
logical way whereas in random organisation Understanding the learning styles make the
of information is processed in chunks and learner to control internal and external
there is no specific order. The perceptual stimuli. Thereby could motivate the learners
qualities and ordering abilities are present in and can strengthen the meaningfulness of
every one even if some might have dominant their investment (Bostrom & Lassen, 2006).
in certain ability or qualities (Gregorc,1985& The learning theories are practicable and
Campbell, et al, 1996).). easy to use and test it. For example, Yazici
(2005) conducted a survey among 140
Rationale for Understanding the Learning students of operationale management to
Styles assess team learning performance. Role play
assignment, discussion of important
Learning style is basically behavioural operation management concept, computer
approach to learning experience and they are assignment and comprehensive projects
influential in the learning and achievement of were used as learning style inventory to
learners (OConner, 1998). Understanding determine learning style. The finding
learning styles mean: suggests that students are collaborative
learners and collaborative orientation
1. The students will be able to diagnose the encourages participation and increase team
need of learning process. performance.
 Communications of the IBIMA 6

As per learning style, Yazici (2005) proposed introduced to enhance learning appetite
that teachers should adopt various and (Dunn et al, 1999).
suitable teaching style. Teaching style
comprises of needs, beliefs and behaviours The critics of learning styles tend to indicate
that are displayed in a classroom. They can that the learning styles have weaknesses. As
be categorized into five types. per the critics, it may be difficult to assess
learning styles of every participant and to
1. Expert - in this style the expert passes match the instructional methods. The
knowledge and skill to the students. learning style has the tendency to label the
participants and it could restrict learning
2. Formal authority - where the status rather than developing the their capability
among the students due to knowledge and and ability. Some researchers analysed the
role as a faculty member sets rules and theoretical origins, terms and instruments
structure to students. used in developing the model. They found
that none of the learning style theories had
3. Personal model - in this model main been adequately validated through
instructor normally oversees, guides and independent research. Thus the learning
directs the students. styles and the value of matching teaching are
highly questionable. However, there are
4. Facilitator - the instructor is working with other researchers who came to the
the students on consulting basis asking conclusion that matching students learning
questions, exploring options and style preferences with appropriate
providing alternatives. instruction materials and styles improved
academic achievement (Coffield et al, 2004).
5. Delegator - the instructor is only available Kolb study, for instance, did not reflect the
as a resource person. This style will process of reflection and based on very weak
develop the students as autonomous empirical experiences and therefore the
learners (Yazici, 2005). finding may not necessarily match the reality
as the relationship between learning
The research revealed that the processes and knowledge is more complex
undergraduate students are (Smith, 2001). It is also stated that preparing
dependents/participants/collaborators thus appropriate content involves lots of work and
the best teaching style should be time.
personal/expert/formal authority style. The
postgraduate students had the traits of Regardless of the weaknesses and criticism,
participants/collaborates/independent style the learning styles are widely researched and
therefore the best style of teaching could be used in the government and private schools
of facilitator/personal/expert styles of and educational institutions in UK, USA and
teaching. This kind of finding would not have many European countries as this helps to
been possible if learning style models were understand the needs and wants of the
not developed by the earlier researchers learner. Many studies were also carried out
(Yazici, 2005). about using learning styles to personalise
online learning.
The learners are affected by their immediate
environment, own emotionality, sociological Implication for Human Resource Trainer
needs and physical needs. By understanding
the learning preferences, the students could Learning styles have various implications to
score higher in the tests and have good human resource development. Awareness of
motivation, attitude towards learning. It is learning preferences, according to Robotham
also possible to maintain efficiency in the (1999) will help the trainers to design the
students work. According to personal materials and arrange the training
preferences it is possible to make some environment to optimise effectiveness of
changes in the class room setting or method training. Failure will cause the trainees to be
of delivery. The team based approaches, mentally opting out of the training
discussion groups and debates could be programme even if they are physically in the
7 Communications of the IBIMA

training session. Making trainees to adopt a Corporate training department should be

particular style will make them intellectually ready to accept new class room based method
short-sighted and they may tend to avoid where the employees will be equipped with
learning environment (Buch & Bartely, knowledge of knowing the way of learning.
2002). As learning is life long process, There will be a need to move away from
workplace is an important place in learning traditional classroom method to other
process. Understanding the learning styles of asynchronous delivery channels. The trainees
employees will help to train them to be self- in asynchronous design principles will deliver
learners. A self-directed learner will be an what is needed and should break down
active information receiver and take learning experience in modules that are quick,
responsibility for the achievement and will relevant and timely. Additional training to the
set learning outcomes. Here the trainers role trainers also needed and the organisation
will be a facilitator. In traditional training should consider investing more resources
session the trainers generally develop the (Zupalska & Brozik, 2006).
training materials and programme according
to their preference and fit the people into it. Survey Analysis
This creates the status of learned
helplessness where the trainees rely on an A simple descriptive analysis of the collected
outsider who has little knowledge of his data shows that 40 students are
needs to decide on his learning preferences readers/writer, 30 are kinaesthetic, 23 are
(Buch & Bartely, 2002). auditory and 13 are visual learners.

When the trainer is seen as an expert by the Among the students many of them have the
trainee, it may create a barrier to learning. preference for more than one learning style.
Thus the trainee will depend on the trainer to 41 students have preference for 3 types of
provide resources for learning, identify learning styles and they preferred reading or
suitable learning strategies. Because of this writing, kinaesthetic and auditor whereas 35
the trainee will stop learning once the students stated that they were open for
training is ceased. This will defeat the various types of learning styles but their
purpose of training. Therefore, workplace most preferred learning styles were reading
training should make the employees to or writing and kinaesthetic. The research
develop self-efficacy. Development of self- confirmed the finding of other literature on
efficacy could be possible only when the learning styles in establishing the necessity
trainer understand the learning needs and to understand various learning styles. It also
styles of learners (Zupalska & Brozik, 2006). confirmed that the delivery of the training or
teaching materials should be done according
Learning style implies that a rigid training to the students preference than the
structure should be avoided; the learning instructors preference to yield better result.
environment must not create a barrier.
Delivery of content must be in multiple Visual prefer to see, so the learning should be
formats where it is possible to use various organized through power points, videos
communication techniques. They will be able animations and websites whereas Aural who
to use audio and synchronise with prefer to hear, the learning should comprise
PowerPoint. It also can be transcripted and of videos, animations, audios, power points,
could create online chat rooms and discussion stories, case studies and peer reviews. For
groups. Human resource training must give read/write type trainees, the learning should
more emphasis to allowing the students to include text book, online study guide,
have greater locus of control so that they will practical exams, critiques and review of
be motivated to get full benefit of the training exam. Kinaesthetic or tactile learners learn
they are participating (Yazici, 2005). through experience. learning strategies
Keengore and Georgina (2011) stated that the should focus on introducing more activities
educator should have the understanding of like online quizzes, projects, demos, role-play
different learners and would be flexible to and data analysis.
adapt the trainees need.
 Communications of the IBIMA 8

Conclusion Coffield, F., Moseley, D., Hall, E. & Ecclestone,

K. (2004). Learning Styles and Pedagogy in
The learning styles have developed since 19th Post-16 Learning: A Systematic and Critical
century and were well received and adopted Review, Learning and Skills Research Centre,
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understanding learning styles helps the Delahaya, B. L. (2005). Human Resource
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