VARK Analysis Paper

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VARK Analysis Paper

PASCAL UZOBUIFE

Grand Canyon University.

Family Centered Health Promotion

NRS 429VN

3/31/2021

Title goes here againIntroduction

Humans are unique beings, and the free will of life allows each one to live in their own set of terms. When it comes to learning, it is no different, and people tend to grasp information better when presented in a particular manner that appeals to them. An educational theorist, Neil Fleming, put forward a model describing four learning styles for students, namely, visual learners, auditory, reading/writing and kinesthetic. (VARK). Through a series of set questions, the model assesses various strategies adopted by students in learning and gives them a score in relation to the four learning styles (Sinitia et al., 2019). This paper explores the different learning styles, their importance to a learner and educator, and how to this knowledge in health promotion and behavioral change. Comment by Jerina, Lori: This sentence should have a citation as it came from a source Comment by Jerina, Lori: Overall good introduction and thesis statement

My Learning Style and Other Learning Styles

At least according to VARK, my learning style is mainly Kinesthetic, with a score of 11. This means that I can physically carry out activities to learn instead of just reading or listening. My reading/ writing score of 3, aural a score of 2, and visual with a score of 1 depict this. Compared to a general population of nursing students, the most preferred learning style is kinesthetically followed by auditory, visual, and read/write models in that models. While visual learning offers advantages in quicker communication and simplicity, kinesthetic has the edge over visual in practicality and better commitment to memory. This issue is a bit of a challenge in reading and auditory learning methods (Sinitia et al., 2019).

Before taking the VARK test, my preferred learning mode was read/write, mainly with a bit of kinesthetics. Bearing this in mind, I now realize that the traditional teaching method where lecturers dictate numerous notes to students puts some of them at a disadvantage. The use of the inappropriate mode of learning leads to hard work rather than smart work. An individual has to do twice the work to understand and commit information to memory. Comment by Jerina, Lori: Good job identifying your learning according to VARK and reflecting on how you learn

Relevance of Learning Styles to Learners’ Understanding and Performance

No learning style has been proven superior to the other, and more often, students employ a multimodal approach. However, the adoption of appropriate learning techniques for an individual was associated with increased academic confidence in handling the subject matter. There was also an increased level of comprehension, metacognition, and a sense of motivation. This is because the student feels in control of their learning (Buckley & Doyle, 2017).

Why Educators Should Understand Their Audience Learning Styles and Preferences

As an educator, it is essential to identify the individual learning styles of the targeted students. It takes more than simply acknowledging that each learner is different; one has to know each one personally and how they work. The real challenge is how to incorporate the various learning modalities to cater to each student. Possible ways to achieve these objectives are engaging the learners in a conversation about the subject matter for those who learn via auditory style. Alternatively, an educator can read out the material aloud, have students tape lectures for later review or ask them to make oral summaries. Maps or checklists can be used for visual learners, while writing out the checklists or role-playing would favor the kinesthetic learners. Only by understanding these learning styles can an educator endeavor to prepare their lectures to address these issues. The educator making a point of knowing their audience before initiating learning is better (Buckley & Doyle, 2017). Comment by Jerina, Lori: Great points in this section

Relevance of Learning Styles to Health Promotion and Behavior Change

Health promotion is the process of empowering individuals to have control over their lives and keep healthy. By successfully adopting healthy lifestyle habits would constitute behavior change which is the ultimate goal. There are three levels to achieve this; at first, the level is prevention, which entails how to avert disease altogether. At the secondary level, keeping to practices that make treatment effective is expected hence quick recovery. At the tertiary level is more of managing chronic cases. Patients' level of understanding differs for each category, and therefore identification of appropriate learning styles for each makes implementation of instructions easier. The patients report better adherence, reducing the number of hospital visits and cases of readmission (Blake et al., 2020).

How to Accommodate Different Learning Styles in Health Promotion

The healthcare system's target audience is just about anyone, and therefore there is no justification for ruling out any learning method in health promotion campaigns. Health promotion can no longer be limited to the hospital set up alone to accommodate all these styles. For instance, in the wake of the covid-19 outbreak, public media has been very integral in educating learners. Radios cater to those who learn best by listening, while televisions cater to those who prefer visual effects—erections of billboards with adverts further this learning style. On the ground, hospital facilities have their staff members do campaigns reaching people or handle them while in hospital (Blake et al., 2020). The diversification of the sources of information has ultimately catered for the different learning styles.

References Comment by Jerina, Lori: Remember that word reference is centered as shown

Buckley, P., & Doyle, E. (2017). Individualising gamification: An investigation of the impact of learning styles and personality traits on the efficacy of gamification using a prediction market. Computers & Education, 106, 43-55. https://doi.org/10.1016/j.compedu.2016.11.009

Blake, H., Bermingham, F., Johnson, G., & Tabner, A. (2020). Mitigating the psychological impact of COVID-19 on healthcare workers: a digital learning package. International journal of environmental research and public health, 17(9), 2997. https://doi.org/10.3390/ijerph17092997

Sintia, I., Rusnayati, H., & Samsudin, A. (2019, November). VARK learning style and cooperative learning implementation on impulse and momentum. In Journal of Physics: Conference Series (Vol. 1280, No. 5, p. 052032). IOP Publishing.

Thank you for your paper. Overall good job addressing the rubric elements. You obtained high points for that ( see the grading rubric) Be sure to look at my corrections and comments. You have some relatively easy formatting to fix and a few places where citations are needed. An easy fix to your reference heading and title as well. Overall, a great start. Just a few corrections.