A Review of Multmodal Learning Styles
A Review of Multimodal Learning Style and Strategies
The multimodal learning style is highly adaptive and is the most common type of learning style. It can encompass a strong preference two or more of the styles, or an equal preference for all of the 4 learning styles: aural, visual, read/write and kinesthetic. According to Fleming, students who prefer the multimodal learning style tend to fall into two categories: the context specific approach and the whole-sense approach. (Fleming, 2011, para.2). These two approaches are not strictly delineated; there are often some transitional areas between each style.
In the context specific approach, the student will choose one of the four learning style that best suits the immediate situation, or context of the situation. Learning is done concentrating on one style in their group of preferred styles that fit the situation best. Problems arise when the style chosen is the incorrect. The student using the context specific approach needs to be aware of which mode they are using to be able to switch to the appropriate mode when having difficulty in understanding material. In the whole sense approach, the student combines multiple learning styles to fit the need of the situation. They use many routes to ensure the learning is completely understood and retained. This can cause some problems as using the multiple styles can lengthen the time it takes for the multimodal learner to feel sure they have learned the subject and if material is not available to be presented in multiple forms, the multimodal learner may not be able to understand the material as fully. Fleming (Fleming & Mills, 1992, p. 137) states that due to the nature of multimodal learning incorporating different types of learning methods that learners need to intellectual conformation from multiple modes before they are satisfied; whereas a single preference learner would be academically satisfied by one mode.
The multimodal learner can be further classified as
The multimodal learning style is highly adaptive and is the most common type of learning style. It can encompass a strong preference two or more of the styles, or an equal preference for all of the 4 learning styles: aural, visual, read/write and kinesthetic. According to Fleming, students who prefer the multimodal learning style tend to fall into two categories: the context specific approach and the whole-sense approach. (Fleming, 2011, para.2). These two approaches are not strictly delineated; there are often some transitional areas between each style.
In the context specific approach, the student will choose one of the four learning style that best suits the immediate situation, or context of the situation. Learning is done concentrating on one style in their group of preferred styles that fit the situation best. Problems arise when the style chosen is the incorrect. The student using the context specific approach needs to be aware of which mode they are using to be able to switch to the appropriate mode when having difficulty in understanding material. In the whole sense approach, the student combines multiple learning styles to fit the need of the situation. They use many routes to ensure the learning is completely understood and retained. This can cause some problems as using the multiple styles can lengthen the time it takes for the multimodal learner to feel sure they have learned the subject and if material is not available to be presented in multiple forms, the multimodal learner may not be able to understand the material as fully. Fleming (Fleming & Mills, 1992, p. 137) states that due to the nature of multimodal learning incorporating different types of learning methods that learners need to intellectual conformation from multiple modes before they are satisfied; whereas a single preference learner would be academically satisfied by one mode.
The multimodal learner can be further classified as
References: Deep and Surface Approaches to Learning. (n.d.). Retrieved from http://exchange.ac.uk/learning-and-teaching-theory-guide/deep-and-surface-approaches-learning.html Fleming, N. D., & Mills, C. (1992). Not Another Inventory, Rather a Catalyst for Reflection. To Improve the Academy, 11(), 137. Fleming, N. D. (2011). VARK: A Review of Those Who Are Multimodal. Retrieved from http://www.vark-learn.com/english/page_content/multimodality.htm