Adapting Teaching Methods to Accommodate Diverse Learning Styles in Education
Journal: Journal of Higher Education Research DOI: 10.32629/jher.v5i6.3382
Abstract
In contemporary higher education, teachers must employ diverse teaching strategies to accommodate different student learning styles. The primary teaching methods include lectures, seminars, demonstrations, and tutorials, each serving specific educational purposes. Learning styles are categorized as visual, auditory, kinesthetic, and various social interaction preferences. Teachers are encouraged to tailor their teaching strategies to meet these differences. This review examines recorded lectures using the FILL+ framework developed by Wood et al., exploring how different teaching activities interact with diverse learning styles. It was found that diverse methods, such as interactive lectures, seminars, and group discussions, better foster student engagement and deep learning, particularly in fields like science, medicine, sociology, and physics education. Additionally, the study discusses strategies for accommodating international students and neurodiverse learners, as well as promoting active learning among students of different proficiency levels. In conclusion, employing multiple teaching strategies can better address diverse student needs and improve educational outcomes. Future research could explore the use of technology in personalized instruction and evaluate the long-term impact of diverse teaching strategies on different disciplines and large-scale classrooms.
Keywords
higher education; diverse teaching strategies; learning styles; interactive learning
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Scanlon, E. and Whitelock, D. Innovative Pedagogies of the Future: An Evidence-Based Selection. Frontiers in Education. 2019, 4.
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[6] Chen, Y., Wang, Y., Kinshuk and Chen, N.-S. Is FLIP enough? Or should we use the FLIPPED model instead? Computers & Education. 2014, 79, pp.16-27.
[7] Chin, C. Teacher questioning in science classrooms: Approaches that stimulate productive thinking. Journal of Research in Science Teaching. 2007, 44[6], pp.815-843.
[8] Cirillo, M., Berk, D., LaRochelle, R., Bieda, K.N. and Arbaugh, F. Undergraduate Students ’ Perceptions of Features of Active Learning Models for Teaching and Learning to Teach Mathematics. International Journal of Research in Undergraduate Mathematics Education. 2022.
[9] Mulyadi, D., Rukmini, D. and Yuliasri, I. The Analysis of Students ’ Listening Proficiency Viewed from Their Different Learning Styles after Getting the Strategy Instructions. Theory and Practice in Language Studies. 2017, 7[12].
[10] Çolak, E. The Effect of Cooperative Learning on the Learning Approaches of Students with Different Learning Styles. Eurasian Journal of Educational Research. 2015, 15[59].
[11] Leithner, A. Do Student Learning Styles Translate to Different “Testing Styles”? Journal of Political Science Education. 2011, 7[4],pp.416-433.
[12] Feraco, T., Casali, N., Ganzit, E. and Meneghetti, C. Adaptability and emotional, behavioural and cognitive aspects of self-regulated learning: Direct and indirect relations with academic achievement and life satisfaction. Br JEduc Psychol. 2023, 93[1],pp.353-367.
[13] Vahey, N.A., Bennett, M. and Whelan, R. Conceptual advances in the cognitive
neuroscience of learning: Implications for relational frame theory. Journal of Contextual Behavioral Science. 2017, 6[3],pp.308-313.
[14] McGaghie, W.C. and Harris, I.B. Learning Theory Foundations of Simulation - Based Mastery Learning. Simul Healthc. 2018, 13[3S Suppl 1], pp.S15-S20.
[15] Spruijt, A., Jaarsma, A.D., Wolfhagen, H.A., van Beukelen, P. and Scherpbier, A.J. Students' perceptions of aspects affecting seminar learning. Med Teach. 2012, 34[2], pp.e129-135.
[16] Porter, S.R. and Swing, R.L. Understanding How First-year Seminars Affect Persistence. Research in Higher Education. 2006, 47[1],pp.89-109.
[17] Kim, H. and Charoenphol, P. Impact of In-Class Demonstration on Student Performance in an Introductory Thermodynamics Course. In: 2022 ASEE Annual Conference & Exposition, 2022.
[18] Roshni, M. and Rahim, A. Small group discussions as an effective teaching - learning methodology for learning the principles of family medicine among 2[nd]-year MBBS students. J Family Med Prim Care. 2020, 9[5],pp.2248-2252.
[19] Rahman, F., Khalil, J., Jumani, N., Ajmal, M. , Malik, S. and Sharif, M. Impact of discussion method on students performance. International Journal of Business and Social Science. 2011, 2[7],pp.84-94.
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[22] McKinney Jr, E., Niese, B. and Bhatia, M.S. Teaching Tip: Active Learning in the IS Classroom: A Student Crowdpolling Exercise for IS Courses. Journal of Information Systems Education. 2023, 34[2],pp.118-130.
[23] Pasira, I. Assessing the Effectiveness of Differentiated Instruction Strategies in Diverse Classrooms. Journal ofEducation Review Provision. 2022, 2[1],pp.28-31.
[24] Bai, L. and Wang, Y.X. In-class and out-of-class interactions between international students and their host university teachers. Research in Comparative and International Education. 2021, 17[1],pp.71-88.
[25] Nachatar Singh, J.K., Nagpal, S., Inglis, S. and Jacob-John, J. International students ’ experiences in a flipped classroom environment. International Journal of Educational Management. 2019, ahead-of-print[ahead-of-print].
[26] Li, L. and Gao, F. The effect of peer assessment on project performance of students at different learning levels. Assessment & Evaluation in Higher Education. 2015, 41[6],pp.885-900.
[27] Karaca, M., Bektas, O. and T. Celikkiran, A. An examination of the self‐ regulation for science learning of middle school students with different achievement levels. Psychology in the Schools. 2022, 60[3],pp.511-540.
[28] Wang, J. and Jou, M. The influence of mobile-learning flipped classrooms on the emotional learning and cognitive flexibility of students of different levels of learning achievement. Interactive Learning Environments. 2020, 31[3], pp.1309-1321.
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