VARK is an Acronym for (Visual, Aural, Read/White and Kinesthetic). It is basically a common learning style that illustrates the way people take information, process, store and recall all what they have learnt. It is a model that focuses on the preeminent way for students to retain newly acquired information and learn as well. Using this model, one is able to identify an ideal learning style that suits their level of understanding and preferences. Normally, learning styles are identified as consisting of auditory and reading, multimodal and writing preferences. Reading and writing is a thing of the past but VARK analysis is a platform where a person can incorporate auditory learning so as to effectively and efficiently learn new information in a more convincing way (Van, 2012, p. 28).
Having; reading, aural and writing categories as strong points, suggests that someone is multi-modal. Seemingly, the aural mode comprises of information that is either being heard or spoken. Today in our society, information is primarily conveyed through speech. Subsequently, an aural student could best learn via phones, speaking, lectures, talking things through and through group discussions. The strongest method of learning for an individual is through writing and reading, this therefore implies that a person definitely has preference for information that is being relayed as words. Therefore, use of VARK in someone’s learning means that they are beginning to get used to reading different information from the internet and in books and when writing the material. They just read into their own words. It is beyond doubt that this method helps an individual to process and retain acquired information much longer than just listening and reading.
After completion of the questionnaire, the profile shows 8: Visual, 6: Aural, Read/Write: 10 and 11: Kinesthetic. As per VARKS scores, the preferred learning style is Kinesthetic. It is of paramount importance for educators to incorporate every student’s strategy of learning to their personal strategies so as to enhance and promote their engagement and academic progress. An individual can understand and remember better when he or she reads, for instance, one would opt to read a newspaper rather than watching the news on TV (Caulfield, 2011, p. 15). In this case, for students to keep track on their schedules, they would be required to literally write down the schedules. In most scenarios, the most preferred ways of learning are books and essays since someone is in a better position to remember more if the information is displayed as power points, words or internet.
Use of VARK requires someone to understand vividly that the questionnaire alerts persons to the variety of various approaches to learning. It is therefore supposed to support individuals who for long have had difficulties with their learning skills and certain applications in training and education, business and probably sports. Once the students identify their learning preferences, they are in a position to learn more effectively, recall and store the information they have acquired in a given time. The Kinesthetic category (K) is quite unique as it enables one to concentrate using multi-sensory experiences. Upon taking a test, you realize that you actually have a strong kinesthetic preference for learning. Taking in the information, one prefers to use all their senses: hearing, sight, smell and taste.
Basically, learning can only be complete when a person is in a position to produce knowledge gained from self-study, observation and educational institution. Seemingly, retaining knowledge entirely depends on the manner in which students gain knowledge as learning styles vary from individual to individual. The learning style is quite a subjective matter and there are various ways in which a person can group these learning styles. At this point, it is coherent to note that VARK is a unique way of alerting persons of the variety of diverse tactics to learn. It helps students comprehend the manner in which they ought to take the data and use the evidence for both learning and conversing more efficiently. It gives a person abundant perception to various learning ideas and preferences which helps to acquire and retain information.
Van, B. D. L. (2012). Orientation to college learning. Belmont, Calif: Wadsworth.
Caulfield, J. (2011). How to design and teach a hybrid course: Achieving student-centered learning through blended classroom, online, and experiential activities. Sterling, Va: Stylus Pub.
Talbot, C. J. (2010). Studying at a distance: A guide for students. Maidenhead: McGrawhill/Open University Press.