Neil Fleming, an educator, has devoted his career to investigating learning styles and determining how individuals learn through modality preferences. In 1987, Fleming originally developed his theory working with Barbe’s VAK model. However, Fleming added one additional area, read/write learning style, to the model.
Overview
The VARK (visual, aural/auditory, read/write and kinesthetic) Learning Style falls under the umbrella of Neuro-Linguistic Programming (NLP). NLP “encompasses the three most influential components involved in producing human experience: neurology, language and programming” (Dilts, 2016, para. 1). NLP investigates the interactions between how neurological (mind) and linguistics (language) within an individual impact behavior (programming).
There are advantages and disadvantages associated with the VARK Learning Theory.
Advantages
Identifying Preferences VARK provides an easy way for instructors to identify preferences and then being able to meet those preferences.
Independency Students gain independence in their learning as they decipher their preferences. They are less dependent on educators or other authorities to aid them in learning.
Easy to Use It is very simple to use by anyone as it doesn’t dive into particular details or complex vernacular.
Science of Learning The VARK started a movement of looking at how individuals learn and the varying modalities of these learning preferences. It created a methodology and vernacular, engaging educators in identifying key factors in how their students learn.
Varying Modalities The VARK learning style promotes educators to look at varying ways of engaging students instead of simply looking at only their preference mode of learning. For instance, a teacher that prefers to read/write as their mode of learning will tend to teach with those modalities. But by recognizing other modalities, the educator will provide other means of learning -such as media for visual learners.
Flexibility Students and educators recognize that they do not need to be stuck in one mode of learning. They can switch from one preference to another.
Learner Growth As learning preferences are identified, students and educators then can gradually introduce other modes of learning, stretching the learner to find ways and adapt to these other modalities.
Disadvantages
Categorizing The VARK can make it too easy to categorize individuals into four areas. This has been stated as being too simplistic and not enough options as individuals are unique.
Restrictive The VARK model has been criticized for being too restrictive. Only about 39% of people who take the VARK test fit best into one single category (Kharb, et. al, 2013). In fact, research has proven that individuals actually fit into a bimodal or trimodal learning style. Yet, individuals desire to force learners into one mode.
Implementation VARK is known for not giving enough direction to educators on how to implement the model through specifics.
Accommodation Educators acknowledge the difficulty in accommodating all of the varying learning modalities embedded in this learning style model.
Time Constraints It is increasingly difficult to be able to address the different modalities for one piece of learning when referring to the time constraints in the classroom. Take a moment to ponder the time requirements to teach the same material by using all of the varying modalities.
Validity There have been many questions on the validity of the measurement of this learning style and the research collected (Pasher et. al. 2009).
Hindering Learning Some critics believe that labeling students may actually hinder their learning instead of aiding them as it directs the student to learning a particular way to the neglect of other modalities.
In addition to the strengths and weaknesses that are unique to the VARK learning theory, there are general advantages and disadvantages that are prescribed to all learning theories.
Advantages
Common Vernacular One of the greatest advantages or strengths for learning personality theories is how it creates a common vernacular between educators. This is especially true when educators focus on one theory and use it as their educational foundation.
Differentiate Students Learning theories aid educators in the ability to quickly differentiating students. For example, if you have a student who learns best in pairs, you can swiftly match them up with another student with the same preference.
Simple Solutions There are many barriers to learning which vary across ages, cultures, religions, communities, etc. Learning theories provide options and simpler solutions as the barriers have already been enumerated and investigated.
New Interventions Learning theories pontificate a variety of interventions. As the educator investigates the differing options, they are introduced to other interventions they may not have attempted or thought of previously. This is a solution to being stuck in a pattern of instructional boredom when the same methodologies are used.
New Solutions Everyone tends to get stuck in their learning preferences. By looking at and investigating learning theories, educators experience other modes of learning and additional options to present information to students.
Explore Complex Nature of Learning Process The learning process is not a simple process. It is detailed and complex. Then, to add to this, each individual experiences learning differently. Learning theories delve into varying options and highlight this complex nature.
Conversation Starter Learning theories have the ability to initiate a conversation not only between educators but between educator and learner and even between learners. This also extends to the conversations between the educator, learner and the learner’s caregiver.
Increased Learning Capabilities Applying the modalities of the varying learning theories can open doors for increased capabilities as students begin the journey of understanding their learning needs.
Increased Self-Esteem As individuals experience more successful learning opportunities, their self-esteem increases. On the contrast side, failed learning experiences are malignant to the individual unless they learn from them and how to turn them into positive encounters.
Engaging Learning Opportunities As learners and teachers, patterns arise and the same methods of learning are visited repeatedly. Simply stated, every learner and educator have their preferred way of teaching and learning but often don’t look to see what other options exist. Learning theories provide individuals with opportunities to investigate other opportunities which may be more engaging or at least pointing out that other modalities exist.
Bridge Generational Gaps Individuals often complain that the generation older or younger than them simply do not understand. Learning theories point out that there are methodologies of learning that bridge these generational gaps – creating connections between the generations as well as understanding.
Expand Preferences Once individual learning preferences are identified, an individual can then expand them. For instance, if a student must have absolute quiet, small increments of noise can be introduced to aid them in studying in busier and noisier learning environments. This can be held true for all of the varying elements.
Disadvantages
Too Many Options Some learning theories simply offer too many options. Then, there is also the combination of theories. When all of this is taken into account, it is a lot of information that creates a lot of confusion for learners and practitioners.
Unreliable Instruments A common complaint among education researchers falls on the unreliable nature of instruments. Simply stated this refers to the results of the testing. When an individual uses the same instrument, they may not get the same results.
Learning Styles Equals the ‘Doctrine’ of Education Those who prescribe to one learning theory or another will defend and dispute their preferred theory. The theory becomes the foundation of their educational practices. It then becomes difficult to dispute or to introduce new thoughts, theories or practices.
Simplicity Masks Complexity Learning theories attempt to prescribe a learning solution to all individuals and preferences. However, learning is complex and many learning theories simplify the process in a watered-down approach that misses out on reaching some students.
Does NOT Approach Learning Disabilities Rarely do any learning theories look at the varying complications associated with learning disabilities which add new dimensions to the learning theories.
Dependency Learning theories can be confining. Students and educators will depend on the methods within a specific theory without looking beyond to identify other options. It also leads to over-catering to demanded needs of students.
Too Confining While some learning theories provide too many options, other theories are too confining. There are not enough options to meet the needs of individual students.
Qualitative Research Methodologies Too much data on learning theories relies on qualitative data. There is little quantitative research to substantiate the validity of the theories.
Commercialization of Testing Instruments Learning theories generally will require a testing option to identify the learning personality of the student. This brings the need of an instrument for identification purposes. Many learning theorists will commercialize their testing instruments, providing a monetary cost to identify the learning personality. While the monetization is not necessarily a bad thing, it does provide a limitation to those who do not have the access to the instruments.
There are many advantages and disadvantages to learning theories and to the VARK learning style. It is under the discretion of the practitioner and student to weight these advantages and disadvantages to determine the usefulness of the learning style.
Sources:
Coffield, F., Moseley, D., Hall, E. and Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. Retrieved from: https://neillthew.typepad.com/files/learning-styles-review-copy.pdf
Dilts, R.B. (2016). What is NLP. Retrieved from http://www.nlpu.com/NewDesign/NLPU_WhatIsNLP.html
Fleming, N. (2017). The VARK modalities. Retrieved from http://vark-learn.com/introduction-to-vark/the-vark-modalities/
Kharb, P., Samanta, P. P., Jindal, M., & Singh, V. (2013, June). The Learning Styles and the Preferred Teaching—Learning Strategies of First Year Medical Students. Journal of Clinical and Diagnostic Research, 7(6), 1089-1092. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3708205/
Pashler H, Mcdaniel M, Rohrer D, Bjork R. (2008). Learning styles: concepts and evidence. Psychol Sci Public Interest, 9(3):105-19.
Wood, D. (2017). Reasons to Incorporate Learning Styles in Teaching. Retrieved from http://study.com/academy/lesson/reasons-to-incorporate-learning-styles-in-teaching.html.
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By Tracy Atkinson
Tracy Atkinson, mother of six, lives in the Southwest with her husband and spirited long-haired miniature dachshunds. She is a teacher, having taught elementary school to higher education, holding degrees in elementary education and an EDS in higher education. Her passion is researching, studying and investigating the attributes related to self-directed learners and learning styles. She has published several titles, including MBTI Learning Styles: A Practical Approach, The Art of Learning Journals, Calais: The Annals of the Hidden, Lemosa: The Annals of the Hidden, Book Two, Rachel’s 8 and Securing Your Tent. She is currently working on a non-fiction text exploring the attributes of self-directed learners: The Five Characteristics of Self-directed Learners.
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