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 7th of May 2024

WHAT ARE LEARNING

STYLES, AND HOW DO THEY
CONTRIBUTE TO ACADEMIC
SUCCESS?

Elizabeth Demine

Elizabeth Demine
Key Responsibilities:
Carried out in-depth research
Wrote text for the presentation
Wrote text for the PP slides
Our Team
Elizabeth Demine Elizabeth Demine
Key Responsibilities:
Key Responsibilities:
carried out research
proof read the text
proof read text
designed the PP presentation
put final touches on the
planned oral presentation
presentation
How you learn is
your learning
preference.

It is your learning
style.
There are many theories.

VARK model - Fleming Model

Kolb’s learning styles
Honey and Mumford learning styles
The 4MAT Model
Felder - Silver Learning Styles

(Ferreira, 2020)
 VARK Model
Fleming and Mills (1992)
4 types of learners
overlap

(Fleming and Mills, 1992)

VARK (2020)
 Visual Auditory
Learning Images and diagrams Listening

Styles
Graphics and visuals Speaking
Charts Group discussions
Maps Verbal repetition
Mind-maps Sound recordings
Flash cards Mnemonic devices

Read/Write
Reading
Writing
Making detailed notes
Honey, P. and Mumford, A. Re-writing notes to revise
(1986a) The Manual of
Learning Styles, Peter Honey Viewing information in
Associates.
(Fleming and Mills, 1992)
VARK (2020) word form
Kinaesthetic
Movement
Tactile representations
Models and materials
Physical interactions
Hands-on approaches
Experience and practice
 Honey & Mumford
Honey, P. and Mumford, A. (1986)
4 learning styles
learning styles overlap

(Honey and Mumford 1986)

(Rosewell, 2005)
 Learning

Activists

Reflectors
Styles

Pragmatists
Theorists
Honey, P. and Mumford, A.
(1986a) The Manual of
Learning Styles, Peter Honey
Associates.
(Rosewell, 2005).
 Learning Activists Reflectors
Styles try new things need familiarity
like teamwork need time to think
need activities prefer to work alone
learn by doing learn by observing

Theorists Pragmatists
need theory need activities
like structure like theory + practice
ask questions need clear guidelines
learn by understanding learn by doing
(Honey and Mumford, 1986)
Activists
Learn best when: Learn least when:

work with others listen to long explanations

hands - on activities
group discussions
immediate application
role-playing and simulations
problem-solving challenges
brainstorming
read long texts
think on their own
analyse a lot of data
follow precise instructions

(Honey and Mumford, 1986)

(Rosewell, 2005)
 Reflectors
Learn best when: Learn least when:

have to do something without

observe first
preparation
time to reflect and think
rushed by deadlines
review what happened
forced to lead
feedback and guidance
high-pressure environment
self-paced learning
constant change
time for Personal Reflection
limited access to information

(Honey and Mumford, 1986)

(Rosewell, 2005)
 Theorists
Learn best when:
theory, system, model, framework
structure and purpose
question and probe
need to understand
data analysis
logical reasoning
(Honey and Mumford, 1986)
(Rosewell, 2005)
Learn least when:
emotions and feelings
unstructured situations
need to act without knowledge
limited information
lack of logic
lack of challenge
 Pragmatists
Learn best when:
there is a link between theory and
practice
real-world applications
can copy an example
feedback from an expert
case studies and examples
goal-oriented learning
(Honey and Mumford, 1986)
(Rosewell, 2005)
Learn least when:
theoretical and abstract concepts
lack of practical application
lack of feedback
slow-paced learning
repetitive and routine tasks
no clear guidance
How do learning styles contribute to academic success ?
Understand Your Learning Style: Discover how you learn best to optimise your study methods.
Maximise Learning Experience: Make the most of your educational journey by tailoring it to your preferred
learning style.
Recognise and Leverage Strengths: Identify and utilise your strengths to enhance academic performance.
Address Areas of Growth: Be aware of your weaknesses and areas for improvement to foster personal
development.
Collaborate Effectively in Group Projects: Excel in teamwork by understanding how you and your peers
learn and work together.
Understand Your Peers: Gain insight into your classmates' learning styles to facilitate better collaboration
and communication.
Boost Confidence: Harness your understanding of your learning style to boost your confidence in academic
endeavours.
Enhance Adaptability: Develop adaptability by recognising how you can adjust your learning strategies to
various situations.
Customise Learning Strategies: Tailor your study methods to your individual learning style for maximum
effectiveness.
Improve Problem-Solving Skills: Use your understanding of how you learn to enhance your problem-
solving abilities in academic challenges.

(Wilkinson et al. 2014)

(University of Michigan-Dearborn, n.d.) (Anon, 2022)

References
Anon, (2022). Benefits of Learning Styles - How Do you Learn Best? [online] Available at:
https://www.uwslondon.ac.uk/study-tips/benefits-of-learning-
styles/#:~:text=When%20it%20comes%20to%20your.

Ferreira, V.A., (2020). The learning styles and their theories. [online] Available at:
https://www.linkedin.com/pulse/learning-styles-theories-anderson-vicente-ferreira. [accessed 13 April 2024 ]

Fleming and Mills (1992) , VARK model, digital image, UOW, accessed 13 April 2024,
<https://www.aliem.com/blooms-digital-taxonomy/>.

Honey, P. and Mumford, A. (1986) The Manual of Learning Styles, Peter Honey Associates.

Rosewell, J. (2005) Learning styles. The Open University. [accessed 13 April 2024 ]

VARK (2020). The VARK Modalities. [online] VARK - A Guide to Learning Preferences. Available at: https://vark-
learn.com/introduction-to-vark/the-vark-modalities/. [accessed 13 April 2024 ]

Sales
University of Michigan-Dearborn. (n.d.). Why learning your style can maximize success. [online] Available at:
https://umdearborn.edu/news/why-learning-your-style-can-maximize-success.

Wilkinson, T., Boohan, M., & Stevenson, M. (2014). Does learning style influence academic performance in
different forms of assessment?. Journal of anatomy, 224(3), 304–308. https://doi.org/10.1111/joa.12126