Each individual may have different learning style preferences, and, at the same time, adapting study methodology to the most suitable type will bring the best results in studying. In particular, the most famous styles are highlighted by DePorter-Hernacki – visual, auditory, kinesthetic, and their combinations (Diniaty et al., 2018). People who prefer auditory perception will not remember the new information presented in visual form as precisely as in audio. Even though styles are different, no one can have only one style, and therefore it is crucial to adapt to different situations.
My preferences include a visual learning style – I often choose pictures, maps, charts, written text, especially bullets, and similar things. Diniaty et al. (2018) note that the most effective methods for studying information through this style are poster sessions and mind mapping. I can use the visual style by creating notes, in particular with the help of mind maps and similar schemes in my methodology. However, in some situations, the auditory method can also be effective for me, for example, when listening to recordings several times. Moreover, discussion and solving of various cases that correspond to the kinesthetic style often expand the understanding of theory. Their use is especially relevant when the written material is not enough to study the topic and examples are critical. Therefore, I can use different styles depending on the circumstances.
Thus, defining students’ learning styles is necessary so that they can adapt their actions to the most effective method for them. For example, by determining that the visual style is preferred for me, I will use maps, notes, and diagrams to study the material. However, one should not rely on only one style since circumstances may change, and in some cases, the use of the style may not be available.
Diniaty, A., Fauzi’ah, L., Febriana, B. W., & Arlianty, W. N. (2018). Analysis of students learning style preference as initial steps in determining strategy of learning. AIP Conference Proceedings, 2026(1), 1-6. Web.