Kinesthetic Learners in the Online Education Area

Introduction

The article under review written by Hosseini and Mehraein (2022) dwells upon the task preferences of students of online language courses based on their learning styles. The researchers explore the learners’ attitudes towards different types of activities in the private education setting using technology. The researchers state that a clear relationship between students’ task preferences and learning styles is apparent and should be considered by educators. Hosseini and Mehraein (2022) conclude that teachers should choose teaching techniques, especially instruction and class activities, based on their students’ learning styles. This review is aimed at identifying the strengths and weaknesses of the article and its relevance to the research of kinesthetic learners in the online education setting with a focus on the private school environment.

Summary

In their study, Hosseini and Mehraein (2022) explore the task preferences of the learners of English as a foreign language in online language courses as their learning styles. The researchers employed the VARK model consisting of the following learning styles: visual, aural, read/write, and kinesthetic (Hosseini & Mehraein, 2022). The mixed research design was used, and the students’ learning styles and task preferences were identified with the help of questionnaires. The thematic analysis of data collected during semi-structured interviews was instrumental in identifying the link between students’ awareness of their learning styles and the selection of the most appropriate task. A convenience sampling technique was utilized, and 224 participants (162 females and 62 males) took part in the study (Hosseini & Mehraein, 2022). The majority of students (30%) had the auditory learning style, while 26% had the reading-writing learning style, 12% were visual, and 10% were kinesthetic learners (Hosseini & Mehraein, 2022). The researchers found that most learners aware of their learning styles chose the types of activities consistent with their learning styles.

Critical Analysis

The authors have doctoral degrees in education and have published works on teaching practice with a focus on students’ learning styles. The article is published in a peer-reviewed journal and is recent, making it a valuable source for the analysis of related educational topics. The article by Hosseini and Mehraein (2022) is concise and coherent, containing all the important sections helping readers and researchers to gain the necessary insights into the matter. The researchers refer to numerous relevant sources to support their claims, so the study is appropriately included in a larger scope of studies on learning styles. The authors provide data in tabulated and textual forms so the article is easy to follow and the conclusions can be adequately evaluated. The researchers articulate the purpose and study questions clearly and choose an appropriate methodology to address the established goals. Overall, it is possible to note that the article is a detailed description of the study, which is vital for the evaluation of the validity of the findings.

As far as the methodology is concerned, it is consistent with the objectives the researchers set. Hosseini and Mehraein (2022) aimed at identifying the relationship (if any) between students’ learning styles and their task preferences. In order to detect this relationship, the researchers utilized the Persian version of the 16-item LSs VARK questionnaires. This tool is commonly used to identify learning styles and has versions in many languages (Hosseini & Mehraein, 2022). The researchers utilized a 5-point Likert scale to assess learners’ task preferences. Importantly, Hosseini and Mehraein (2022) found a direct link between the learning styles and the corresponding tasks chosen by the students. This relationship is detected in other studies on the matter. Magulod (2019) also found that students with specific learning styles tend to prefer particular tasks associated with the corresponding senses. Magulod (2019) also made the conclusion that teachers must choose the instruction techniques consistent with their students’ learning styles. Hosseini and Mehraein (2022) state that differentiated instruction based on learning preferences improves academic performance and enhances motivation.

The study’s major strengths include the use of valid methods and a rich description of results. The researchers employ questionnaires that have been validated in other studies and proved their reliability and validity. Interviews are also justified as the researchers are interested in students’ attitudes towards specific tasks, so the meanings behind their choices are the authors’ focus. The article contributes to the current knowledge base on learning styles as it sheds light on the way students’ awareness of their types affects their performance. The article also has certain limitations and weaknesses, including comparatively small sample size and the prevalence of female students among the participants.

Conclusion

In conclusion, it is possible to note that the article is a valuable source on the teaching techniques that can be used with kinesthetic learners in the online education setting. Importantly, this article involves the students of a private school, so the findings shed light on the choices made in the private education environment. Students are motivated and access the necessary resources, so the most advanced techniques can be utilized. The researchers provide insights into the ways students benefit from different types of assignments and instruction based on their learning styles. The findings can be used by practitioners who can develop effective practices and methods to help students achieve the highest results.

References

Hosseini, H. M., & Mehraein, S. (2022). Learning styles and task preferences in online language courses: Match or mismatch? Cypriot Journal of Educational Science, 17(1), 81-94.

Magulod, G.C., Jr. (2019). Learning styles, study habits and academic performance of Filipino university students in applied science courses: Implications for instruction. Journal of Technology and Science Education, 9(2), 184-198.