Learner Readiness and Learning Styles, Research Paper Example

Abstract

In recent years, learner readiness and learning styles have a more impact than most of the people are aware of. Learner readiness and learning styles affect the way people understand and recall information, the words people use, and how people perceive experiences. The person’s readiness to learn using various learning styles influence the way they use received information and the way they understand it. This research paper examines the learner readiness, its ability to learn, self-efficacy and motivation to learn. The paper compares various learning styles and proposes the ways to manage them. This examination of learner readiness and learning styles points out the ways of producing effective and successful learning.

Introduction

For a period well over forty years ago, the term learning style appeared in the learning literature. It became the subject matter of research studies and intense debates among scientists, top-managers and learners. A present-day period is characterized by steadfast growth interest to the learning sphere, ways of understanding various techniques, tactics, which instructor can use for helping the learner to understand and use received information. This research paper investigates learner readiness, learning styles and the importance of learning styles by responding to the following questions:

1. What is learner readiness and, which factors influence it?
2. What are learning styles and what types of them are known?
3. Why is it important to understand learning styles?

Answering these three main questions will help to investigate and better understand the learning system and the ways to help learners to understand and comprehend received information.

What Is Learner Readiness and Which Factors Influence It

For each person, learning is “the focus of all training activities” (Mathis & Jackson, 2008, p. 269) because it is a difficult psychological process. Everyone has its own level of readiness for learning (Salleh & Hussin, 2007).. Learners various sensory preferences conduct themselves differently during learning (Tieston, 2005).

For each learner, it is important to implement its goals, which are based on a “global or macro level analysis of context and content needs”, Salleh and Hussin (2007) researched. The authors found that more than often, a lot of learners are lack of the prior background and knowledge needed for the learner readiness. The “lack of prior knowledge often turns learners off” (2007). The learners do not have an appropriate level of knowledge “in order for them to comprehend instruction for new knowledge” (2007).They can be not ready for comprehending and learning new information because of “learner-to-instructor personality incompatibilities, learner aptitude-to-content mismatch, learner learning style-to-context inconsistencies” (Salleh, & Hussin, 2007). Salleh and Hussin (2007) determined that the conflict of personalities, differences in “learning aptitudes”, self-esteem, age, religion, culture, adaptability, communication skills and “generation gap” also could influence and affect learning efficiency of the person.

While investigating learner readiness, Salleh and Hussin (2007) found that such factors like pain, anger, challenges, labeling, trust, security, awareness of reality and enjoying learning affect the learner’s readiness most of all. The learner must not have any negative attitude. He or she must believe its strength and power. Anger and pain can stimulate “high levels of adrenaline, enabling learners to perform at much higher capacities and speed” (Salleh & Hussin, 2007) because the learners could ignore their suffering and work harder to achieve the goal. Also, for the learners it is important to feel secure and free. That means that the learner must believe that his instructor can teach and that the “learner’s opportunity for learning is secure” (2007).

Motivation and desire to learn are very important factors in learner readiness. Without motivation learners will not be able to study and comprehend the material, they have to study. The learner’s motivation level can be influenced by the instructor’s motivation, the way he or she cheers up the learner and the environment with surrounds the learner (Mathis & Jackson, 2008). Self-efficacy also influences learner’s readiness. It refers to the learner’s trust that he or she can study all material in a proper way. Mathis and Jackson (2008) emphasize that for learners to be “ready for and receptive to the training content” (p. 270) they have to feel that they can learn and understand it.

Salleh and Hussin (2007) believe that sometimes it is useful to withhold some information from the learner. The authors underline, that in case the learner “neither knows what he does not know, nor why he needs to know it” (2007) he or she may not be ready to study and learn. That is why sometimes instructors find it more effective and resulting to “initially purposefully conceal certain instructional intent in order to manipulate the learner’s learning process” (Salleh, & Hussin, 2007).

Behavior modeling is one of “the most elementary way in which people learn” (Mathis & Jackson, 2008, p. 272) through copying or behavior modeling another person. Using behavior modeling, the learner must use all information, knowledge and practice. Mathis and Jackson (2008) underline the importance of “reinforcement and immediate confirmation concept” (p. 272). The reinforcement concept is grounded on law of effect that shows that learners aim to repeat “responses that give them some type of positive reward and to avoid actions associated with negative consequences” (p. 272). The concept of immediate confirmation is grounded on the point that learners are able to study better in case the reinforcement and response are provided as soon as possible after the learning process.

Hickcox (1995) investigated three most spread learning style inventories. The first learning style is “instructional and environmental preferences” (p. 29). This style interact “most directly with learning environments, learner expectations, teacher expectations, and other external features” (p. 29). The author underlines that instructional preference is not constant and easily impacted level of measurement in the sphere of learning environment. The next layer of learning style is “information processing preferences” (p.32). The idea of this level shows the individual’s cognitive point of view to learn information. The information is a “set of processes that function at the intersection between fundamental personality level” (p. 32) and individual distinctions. The last layer of learning style is “personality-related preferences” (p.36). The idea is determined as an individual’s approach to learn and adapt information. Hickcox (1995) underlines that such adaptation do not interplay straightly the environment.

Mathis and Jackson (2008) pay great attention to the importance of effective training. The authors underline that the instructor must involve learners in studying by “actively engaging them in the learning and problem-solving process” (p. 271). Instructors must use an active practice for better learner’s understanding the information and material. There are two ways of active practice, Mathis and Jackson (2008) found. One of them is “spaced practice” (p. 271) which takes place when several learning classes are spaced over a period of few days or a couple of hours. The authors underline that space practice acts are better when the learner needs to use his or her muscle memory. The second way of active practice is “massed practice” (p. 271) which takes place at the time when the learner fulfills all the practice immediately.For better understanding the whole material the instructor must try to give to the learner, he or she has to be ready to learn. The most resulting and effective instructors are those who are capable to study all four types of learners and use methods, which correspond to each of them (LeFever, 2004).

The instructor must consider “cultural, gender, and race / ethnicity diversity” (Mathis & Jackson, 2008, p. 271). The authors found that learner readiness is “individuals having the ability to learn” (p. 269). The authors emphasize that the learners must be motivated to learn. For the learners, it is important to use basic skills, such as “fundamental reading and math proficiency, and sufficient cognitive abilities” (p. 269). The instructor must do its best to make the learner to study. He or she must give the learner as much useful knowledge, personality building, living and generic skills, as possible. While learning, the instructor must use various hypothetical situations for showing examples of what is important and what is not. At the same time, the instructor must make the learner feel enjoy while learning (Salleh & Hussin, 2007).

What are learning styles and what types of them are known? After the learning readiness has been well-thought-out, then learning style becomes the basic component of learner and instructors individual strategy.

More than forty years ago, the term learning style appeared in the literature (Robotham, 1999). This term shows an interest in the “totality of the processes undertaken during learning”. Robotham found that one of the causes put forward the appearance of this term is that learning style has a practical application. It is supposed that the term appeared as a substitute term for cognitive style, which is “only part of an individual’s learning style” (Robotham, 1999).

While studying learning styles, Hickcox (1995) found that most of the learning style research has “continued in the face of significant difficulties in regard to the adequacy of learning style conceptualizations” (p. 28). The author underlined that the basic difficulty is the disorder of definitions of learning style comprehension and concept and lead to the situation when there is a wide variation of behaviors in each model.

Learning style is “one of the many kinds of individual differences which affect learning” (Mariani, 1996). “Everyone has a dominant learning style, although most of us use them all at times, depending on the situation” (Kirihara, 2009). The author underlines that there is no any learning style, which is better or worse than other one. At the same time, Mariani (1996) disclosed that even the same learning strategy has various “appeal to different students and therefore, meets with various degrees of acceptance or rejection”.

In investigating learning styles Mariani (1996) underlines that the learning style concept may by done to contain social and emotional factors as well, that is, as those extensive psychological factors which “most clearly seem to affect our approach to learning”. LeFever (2004) determines that “everyone has a learning style” (p. 18).

While studying different kinds of learners, Tieston (2005) marked out three main types of learners. They are auditory learners, visual learners and kinesthetic learners, which are also known as tactile learners in Mathis and Jackson (2008) studying, or experiential learners in Kirihara (2009) learning. LeFever (2004) underlined that none all learning styles suitable learner perfectly.

Mathis and Jackson (2008) emphasize that auditory learners study better by “listening to someone else tell them about the training content” (p. 271). Auditory learners always learn through verbalization and need to hear information rather than read it (Kirihara, 2009). They are such individuals who keep in mind best information that they received and considered. Such people like to discuss and talk. They are perfect storytellers and can memorize easily. The teachers and instructors must consider this features of auditory learners and while studying should use direct instructions, plan learner’s activity, use special oral activity and “verbalize while learning” (p. 20).

In contrast to auditory learners, visual learners must use pictures and “see the purpose and process of the training” (Mathis & Jackson, 2008, p.271). They need diagrams and pictures for studying and learn through visualization and “write down what they hear or draw a picture or graph” (Kirihara, 2009). Such learners easily remember places, people and received information. Visual learners are those, who “need a mental model that they can see” (Tieston, 2005, p.20). LeFever (2004), who named visual learners as imaginative learners, determined that they “easily share from their past experience, providing a context for learning” (p.16). One of the most efficient tools for visual learners is “nonlinguistic organizer” (p. 20) which helps learners to comprehend and keep in mind complex concepts. It will help learners to use information, relate recent information to prior knowledge, assess thinking and learning, etc. For this type of learners, the instructors and teachers must use visuals, show the models and samples in learning.

Unlike previous types of learners, kinesthetic learners “process by doing” (Kirihara, 2009). They study better through motion and touching. For kinesthetic learners, it is better to solve a problem by “physically shaking hands” (Tieston, 2005, p. 24). Such type of learners needs to touch the neighbor, need to be mobile and always have motor skills. They do not concentrate the details, they can lose concentration in case they are inert during a long period of time. For them, it is important to get all information, before they can decide (LeFever, 2004). The instructors and teachers must be ready to provide such a type of learners with move and use “simulations when appropriate” (p. 25).

Except for described three types of learners, LeFever (2004) also studied dynamic learners, which “enjoy finding creative ways to put faith into action” (LeFever, 2004, p.16). They feel new abilities and new directions. Such learners feel satisfaction in starting something new.

Among tactile, visual and auditory senses, Tieston (2005) marks out the importance of taste and smell, which are “also useful avenues for learning” (p. 15).

When the instructor and the learner start to investigate the learning style research, he or she understands the intensity and depth of various learning style inventories. Hickcox (1995) emphasizes that it is significant to “scrutinize the validity and reliability of the test samples the inventories are based on” (p. 37) because this will define the relevance of the inventory.

It is very hard to change individuals learning style because, for example, if a person is analytical and have to concentrate on appropriateness and form, it can be very complicated to start playing in a game, because “that is exactly the kind of learning tasks that do not come easy” (Mariani, 1996) to such type of learner.

Robotham (1999) pays great attention that while it is probable to recognize general components, the learning process changes at an individual level. Instructors and learners will develop means or styles of learning and refine that style in reply to three groups of factors: “unconscious personal interventions by the individual, conscious interventions by the learner themselves, and interventions by some other external agent” (Robotham, 1999).

For better understanding the way learning takes place, Tieston (2005) proposes to investigate the “modalities through which the majority of our new learning comes” (p. 17). The author found, that the learner brain filters out ninety-nine percent of incoming information. Only one percent goes to the learner memory storage. Tieston (2005) underlined that in case the learners “attended to all incoming stimulus, we would be phobic” (p. 17).

All learners start with what they already feel, need and understand. “What happened before must provide the groundwork for what will happen now” (LeFever, 2004, p. 15). LeFever (2004) determined that the learners study faster and take pleasure studying more in case their unique learning styles are confirmed.

Why Is It Important to Understand Learning Styles

“Understanding each other’s style can lead to more effective communication” (Kirihara, 2009). By understanding learning styles, the learner can understand more about his or her teaching style (Mariani, 1996).

Learning styles are grounded on anatomical distinctions in the brain (Robotham, 1999). A person’s brain effects and influences its mental process, language and behavior. It affects the person’s learning style and the way the person becomes ready to learn new information. The author underlines that babies’ brain development helps build a strong and powerful personality with a help of correctly chosen learning style (Post, 2007).

Depending the situation, the goals and tasks the learner is trying to reach, all styles can be useful and efficient (Mariani, 1996). LeFever (2004) emphasizes that learner’s understanding and knowing about his or her learning style may change the point of view on the personality and the things the personality is trying to achieve.

Communicating efficiently and clearly is a “road map to “learning style”” (Kirihara, 2009). The author believes that in case people are aware of learning style varieties and able to control them, they can perfect communication, which is the basic of good relations.

Hickcox (1995) found that most of the studies on learning styles has based on improving the “immediate and long-term results of teaching and learning episodes” (p. 27). Another focus of learning style investigates the sphere of professional teaching. The researches have used learning style concepts to a numerous of issues in their professional sphere.

“The personality related learning style inventories” (Hickcox, 1995, p. 26) proposes perfect information for individual self-knowledge and the way it can connect to learning settings. The instructor or the learner can use the learning style information for “better curriculum and process planning” (Hickcox, 1995, p. 26) for providing all information more inclusive.

References

Hickcox, L. K. (1995). Learning Styles: A Survey of Adult Learning Style Inventory Models. In R. R. Sims, S. J. Sims (Eds.), The Importance of Learning Styles: Understanding the Implications for Learning, Course Design, and Education (1st ed., Vol. 2, pp.25-49). Westport, CT: Greenwood Press.

Kirihara, H. (2009, August 21). Learning styles dictate how you should communicate. Pacific Business News. Retrieved February 11, 2010, from American City Business Journals Web site: http://www.bizjournals.com/pasific/stories/2009/08/24/smallb3.html

LeFever, M. D. (2004). Learning Styles: Reaching Everyone God Gave You to teach. Colorado Springs, CO: David C. Cook.

Mariani, L. (1996). Investigating learning styles. Journal of Tesol. Retrieved February 12, 2010, from http://www.learningpaths.org/papers/paperstyles.htm

Mathis, R. L., & Jackson, J. H. (2008). Human Resource Management. Mason, OH: Thomson South-Western.

Post, B. (2007, May 11). Early brain development helps build a strong future work force. Phoenix Business Journal. Retrieved February 11, 2010, from American City Business Journals Web site: http://www.bizjournals.com/phoenix/stories/2007/05/14/editorial3.html

Robotham, D. (1999). The application of learning style theory in higher education teaching. Retrieved February 11, 2010, from http://www2.glos.ac.uk/gdn/discuss/kolb2.htm

Salleh, M., & Hussin, F. H. (2007). Using technology to deliver hidden curricula: reflections from action-researchers on nurturing learner readiness. Retrieved February 11, 2010, from eprints.um.edu.my/980/1/185-firuz-um.pdf

Tileston, D. W. (2005). Ten Best teaching Practices: How Brain Research, Learning Styles, and standards Define Teaching Competencies. California, USA: Corwin Press.