Learning Styles and Training Methods

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 Fleming's 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.

Learning Style Based Teaching to Enhance Student Metacognition Skills (Review of Neuroscience Learning Theory)

“…A person's success in the learning process is determined by several factors, one of which is how the person learns. In the context of classroom learning, various instructional strategies compiled by educators must also be oriented to the conditions in which learners can learn comfortably in accordance with the characteristics of students and their learning styles (Kelley, 1995;Margaret & Roberta, 2006;Sarabdeen, 2013). Learning style is one of the factors that can influence participants in learning.…”

Factors influencing students' motivation to study at a university

“…Gibbs and Simpson (2004) and Ahmad and Aziz (2009) also add that feedback and awareness of how students perceive teachers and their teaching styles may help improve the teaching of the given course. According to Sabardeen (2013), the best teaching style combines the professional, personal and formal authoritative approaches; the teacher acts as the conduit of expert knowledge, supervises, leads and direct students in their personal and professional development as well as organises the course and structure of the teaching. For this reason, it is important to assess teachers in various areas, including the ability to capture attention, use modern teaching methods, motivate students and involve them directly in the teaching process, enhancing their thought and learning capabilities (Peck et al, 2006;Hackathorn et al, 2010).…”

“…In their studies, however, students are influenced by their immediate surroundings, their sociological and physical needs and their own emotionality, which all impacts their motivation profile and attitude towards their studies. By identifying student preferences in teaching and their motivating factors, we can achieve a higher efficiency of work with students, improve their study results, increase their motivation and improve their overall attitude towards learning (Sabardeen, 2013).…”

Experiential Learning, Conditional Knowledge and Professional Development at University of Nairobi, Kenya—Focusing on Preparedness for Teaching Practice

“…If teacher educators can support trainee teachers in preparing in professional subjects, there are high chances of creating authentic practice-based programmes within subject-oriented field experiences that demonstrate growth in trainee teacher competence. Given that educational experiences emphasize rote memorization, sectionalized knowledge and peripheral understanding of content, (Sarabdeen, 2013), pointed out that experiential learning meets challenges of preparing and supporting trainee teachers in applying inventive approaches ideal for professional subjects. Based on this observation, trainee teachers should be conversant with content and pedagogy, including instructional materials that support particular topics being conveyed as well as applying and reflecting on new practices.…”