Learning and Instructional Preferences

It is important to remember that when we learn, we access information through different sensory pathways or modalities. Some researchers have identified four modalities of learning: visual, auditory, reading/writing, and kinethestic and it was thought that learners prefer one modality over another. However, other researchers found that participant learning preferences for learning change depending on the content or the task. For example, there may be times when participants are most successful if they take notes or build a model. Other times watching a video or reading an article clarifies a concept for them. Sometimes they benefit from discussing or debating ideas, and other times they may prefer to work alone with a checklist or set of procedures.

It is also important to recognize that personal learning preferences can affect an instructor’s style. Instructors may rely on a certain style of instruction such as discussions as a way for participants to use their new knowledge, or include short reflective writing activities and graphic organizers because they have worked in the past. However, participants may not always find those activities beneficial. To appeal to different preferences and deepen their understanding, it is a best practice to provide participants with more than one way to engage with the content. It is a good idea to plan a mix of activities so participants to discuss, create, organize, and reflect on their learning.

For more information on learning preferences, refer to the NHI publication, The Circle of Learning