Learning Styles and Generational Differences

Our last module in Teaching the Adult Learner was on learning styles.  Some of this we have already covered in other modules, but it was a good review. Be sure to check out Pardue and Morgan's article on Millennials - very interesting!  These students are characterized by multi-tasking, group activities, multimedia, and social networking. However, they often lack skills in reading and writing and need help in organization and focusing on one thing at a time to learn in depth. These are generational differences that are almost completely the opposite of their Baby Boomer teachers!

I like when we incorporate different styles of learning/teaching both as a student and as a teacher. Variety makes the information more interesting and I can see how it would motivate students with different learning styles.  I also liked Mayfield's idea of encouraging students to think about how they learn and what their learning styles are so they can find ways to make the most of their strengths and adapt to styles that are harder for them.  Blogging is a great metacognitive activity that helps students to do this.  Additionally, blogging appeals to Millennials, and both field-dependent and field-independent students. I loved the suggestion that faculty also blog in order to inspire and help their students :-)



In fact, most learning activities can work for varied learning styles.  For instance, WebQuests would appeal to Millennials, kinesthetic learners, field-dependent learners if done in groups, field-independent learners if done individually, visual learners if producing a brochure or webpage, auditory learners if videos are included, and most adult learners because it is active and self-directed learning. I really want to use more active learning in my teaching, because regardless of their learning style, it engages students. It does take more work and creativity to design learning environments that work for students with different learning styles, but getting students excited and validating their learning preferences is worth the effort.  Both children below are using methods that work for them, neither one is superior to the other.  While it's important to be able to read and follow directions, using a holistic approach is no less valid and actually beneficial if the directions were lost!

So out of curiosity I thought I would do a learning style inventory on myself to see my results. I used the Birmingham Grid for Learning.  I think I will score high on linguistics and logical mathematical and poorly in spatial and bodily-kinesthetic. Ha! I always have trouble figuring out what size container to put leftovers in and I've been known to walk into doorjambs! Where my daughter got her ability to dance, I'll never know.  I like to sing, but I can't hear the different parts in a choir without trying extremely hard, probably because I have difficulty with auditory processing.  Anyway, my results are in!  I never thought about being naturalistic or intrapersonal smart, yet those were in my top three.  I was also surprised that I didn't come up as more of a visual learner, but I guess it is because they lumped it in with spatial, my kryptonite! Give it a try - you might be surprised...

References:

Jewell, A. (2013). Supporting the novice nurse to fly: A literature review. Nurse Education in Practice, 13(4), 323–7. doi:http://dx.doi.org.ezproxy.apollolibrary.com/10.1016/j.nepr.2013.04.006

Keane, M. (1993). Preferred learning styles and study strategies in a linguistically diverse baccalaureate nursing student population. Journal of Nursing Education, 32(5), 214–221.

Mayfield, L. R. (2012). Nursing students’ awareness and intentional maximization of their learning styles. Learning Assistance Review (TLAR), 17(1), 27–44.

Noble, K. A., Miller, S. M., & Heckman, J. (2008). The cognitive style of nursing students: Educational implications for teaching and learning. Journal of Nursing Education, 47(6), 245–53.

Pardue, K., & Morgan, P. (2008). Millennials considered: A new generation, new approaches, and implications for nursing education. Nursing Education Perspectives, 29(2), 74–79.