Learning Styles

For example, I never appreciated my History classes, especially in high school, when we learned almost exclusively from reading textbook lessons. However, I greatly enjoy watching the History Channel; in fact, I have been very surprised that I sometimes find myself watching episodes on topics that I found boring in school.

This project has helped me understand how important it is for me to have some kind of visual component to my learning environment. Luckily, the MAED program and its online learning environment necessarily involves a highly visual-oriented medium. In general, I realize that wherever I have the opportunity or the option of selecting from among different course or lesson formats, those that provide some kind of visual component are most conducive to learning for me. My second choice, in general, would be to learn in an environment that allowed me to listen and to absorb information that way rather than an environment that heavily emphasizes reading texts.

Visual-Auditory Learners as Typical or Atypical

On one hand, it may be somewhat atypical to learn better from listening and watching than from reading.

On the other hand, it may not necessarily be all that unusual to learn that way. Instead, it may seem unusual only because traditional educational environments have always emphasized textbook-based learning primarily and passive lectures secondarily. It may very well be that many people learn better from watching than from reading but there are simply fewer opportunities to exploit our strongest learning styles because they are not as accommodated by traditional educational methodologies.

Sources Consulted

Adesunloye, B.A.; Aladesanmi, O.; Henriques-Forsythe, M.; Ivonye, C. “The Preferred

Learning Style among Residents and Faculty Members of an Internal Medicine

Residency Program.” Journal of the National Medical Association, February 8,

2008. Retrieved February 8, 2011, from the Highbeam online database at:

Kormos, J. And Safar, a. “Phonetical short-term memory, working memory and foreign language performance in intensive language learning” Bilingualism: Language and Cognition, Vol. 11,.

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