NRS-429VN-IO7102 VARK Analysis Paper

NRS-429VN-IO7102 VARK Analysis Paper

NRS-429VN-IO7102 VARK Analysis Paper

VARK Analysis Paper

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Learning involves imparting knowledge to students. The characteristics, expectations, and learning objectives vary with the environment. For instance, learning objectives differ between medical students and patients in health promotion programs. Despite these differences, instructors should know students’ fundamental characteristics, such as learning styles, motivation, and competencies. These characteristics should be used to optimize learning and ensure learners enjoy the process. The purpose of this paper is to analyze my learning styles based on the assessment exercise and discuss the overall value of learning styles.

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A Summary of My Learning Style

The visual, aural, read/write, kinesthetic (VARK) questionnaire assesses how students learn best in terms of capturing information, preferences, and comprehension. The questions show that learning is multifaceted, but learners have preferences. After completing the sixteen multiple-choice questions in the VARK questionnaire, I emerged as a strong visual learner. Morris (2022) described visual learning as a style where learners prefer seeing information to understand it. As a result, the use of graphics and images is common when communicating ideas. As a very strong visual learner, I scored visual- 15, aural- 0, read/write- 0, and kinesthetic- 1 (Appendix 1). This implies that I am not very active in environments where instructors use lectures, speeches, and learning activities that promote auditory learning.

Preferred Learning Strategies

Students have different learning preferences depending on their favorite learning styles. These preferences include learning activities, resources, and assessment methods (Kadiriye et al., 2022). As a visual learner, I learn best by interacting with information when instructors present it as visuals, such as diagrams and images. I also enjoy drawing, mentally visualizing information, and watching audiovisuals. In most cases, I highlight my notes with different colors. My preferred learning strategies coincide with the VARK questionnaire’s description of visual learning. In the questionnaire, visual learning is demonstrated as an inclination toward interesting layouts, diagrams, graphs, and maps. Such learners are actively engaged when instructors demonstrate tasks physically, provide summarized lesson notes, and use visuals to teach.

Learning Styles and Performance of Educational Activities

Individual learning styles affect how learners perform educational activities significantly. When learning styles match learners’ preferences, there is more motivation to learn and participate in learning activities. As van Diggele et al. (2020) observed, successful learning activities foster a strong desire to learn, which is only achieved when learners are highly motivated. To promote motivation, instructors should ensure learners enjoy the lesson by picking the learning style matching students’ capacities and preferences. A suitable example is engaging visual learners through learning activities where information visualization is extensive.

When developing the learning objectives and other instructional variables, instructors must always be guided by the benefits of identifying learning styles and preferences. In agreement with Pendharkar et al. (2021), maximum learning occurs when the instruction process is student-centered. One way of promoting student-centeredness is ensuring that learning activities, resources, and evaluation techniques are student-driven. Identifying individual learning styles and preferences help educators to foster active learning and a healthy relationship between the teacher and learners.

Learning Styles and Health Promotion

Health promotion seeks to influence behavior change. For instance, educating obese adults on the long-term effects of obesity can influence lifestyle modifications such as weight management and monitoring BMI (Pendharkar et al., 2021). Like other learning settings, active engagement of individuals participating in health promotion is crucial to achieving the desired outcome. Accordingly, nurses and other educators should assess how individuals learn actively and design the health promotion program in a way that optimizes learning. As Zhang and Chen (2021) noted, most adult learners prefer active, small-group activities. Understanding this allows educators to avoid lengthy lectures and incorporate activities that allow learners to comprehend the topic.

Learning styles affect the possibility of behavior change since behavior modifications depend on how learners understand information. According to Zhang and Chen (2021), productive learning occurs when students comprehend information and can apply it in real-life situations. Therefore, learning activities should encourage student participation and provide opportunities for practicing skills. The same applies to behavior change programs. Patients and other groups engaging in health promotion readily change behaviors when they understand the health risks involved. Active learning, achieved by matching learning styles with learners’ preferences, enhances understanding and application of knowledge. To accommodate different learning styles in health promotion, educators should use different learning activities and resources. For instance, combining simulations with lecturers, demonstrations, and small group exercises would enable auditory, visual, and kinesthetic learners to study together. Evaluation strategies should also be combined to assess performance gaps and address them accordingly.

Conclusion

Learning outcomes are best achieved when the process is student-centered. However, this critical goal cannot be achieved without a comprehensive understanding of learners’ styles and preferences. The VARK questionnaire effectively summarizes an individual’s learning styles and preferences. As a strong visual learner, I prefer learning through visuals, such as diagrams, demonstrations, and graphs. In all learning environments, educators should identify students’ learning styles and preferences and ensure learning activities motivate learning. Doing so enhances information comprehension and application, which is crucial in health promotion for behavior change.

References

Kadiriye, P., Eda, A., Aynur, K., & Ayla, Y. (2022). Determination of the learning styles of nursing students: a descriptive study. International Journal of Caring Sciences15(1), 395-405. https://www.internationaljournalofcaringsciences.org/docs/40.pp_395_405-pehlivan.pdf

Morris, G. (2022). Why every nursing student should know their learning style. NurseJournal. https://nursejournal.org/articles/nursing-student-learning-style/#:~:text=Visual%20learners%20are%20more%20engaged,videos%2C%20demonstrations%2C%20and%20images.

Pendharkar, J. A., Frisard, C. F., Geller, A. C., Pbert, L., Crawford, S., Guck, T. P., … & Ockene, J. (2021). Weight management counseling experiences of first year medical students before starting medical school and their self-perceived impact on treating patients with obesity. Preventive Medicine Reports23, 101411. https://doi.org/10.1016/j.pmedr.2021.101411

van Diggele, C., Burgess, A., & Mellis, C. (2020). Planning, preparing and structuring a small group teaching session. BMC Medical Education20(2), 1-8. https://doi.org/10.1186/s12909-020-02281-4

Zhang, G., & Chen, C. (2021). A study on the relationship between learning motivation and learning effectiveness of personnel based on innovation capability. Frontiers in Psychology12, 772904. https://doi.org/10.3389/fpsyg.2021.772904

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Appendix 1: VARK Analysis Results

VARK Analysis Paper
Assessment Traits
Requires Lopeswrite
Assessment Description
Learning styles represent the different approaches to learning based on preferences, weaknesses, and strengths. For learners to best achieve the desired educational outcome, learning styles must be considered when creating a plan. Complete “The VARK Questionnaire,” located on the VARK website, and then complete the following:
1. Click “OK” to receive your questionnaire scores.
2. Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
3. Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
4. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
5. Examine how awareness of learning styles has influenced your perceptions of teaching and learning.
In a paper (750-1,000 words), summarize your analysis of this exercise and discuss the overall value of learning styles. Include the following:
1. Provide a summary of your learning style according the VARK questionnaire.
2. Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
3. Describe how individual learning styles affect the degree to which a learner can understand or perform educational activities. Discuss the importance of an educator identifying individual learning styles and preferences when working with learners.
4. Discuss why understanding the learning styles of individuals participating in health promotion is important to achieving the desired outcome. How do learning styles ultimately affect the possibility for a behavioral change? How would different learning styles be accommodated in health promotion?
Cite to at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.

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