Updated: May 21st, 2024

Kinesthetic Learners in Online Education Essay

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Table of Contents

Description
Action Plan
References

Description

The student-centered approach is a relatively new educational paradigm as it has been employed for several decades so far, but it has already proved its effectiveness. Instead of being passive recipients of information, students are now active participants in the educational process, where their learning needs are met (Celli & Young, 2018). The student-centered approach can be implemented with the help of diverse strategies and models. The VARK model is one of such frameworks that encompass the focus on the needs of the following categories of learners: visual, auditory, read/write, and kinesthetic learners (Kusumawarti et al., 2020). These learners are grouped based on the way they process information.

Kinesthetic learners, who are the focus of this presentation, prefer exploring things by touching them, using motion and movement, as well as employing a hands-on approach (Palvia et al., 2018). Various tactics have been used to help students with kinesthetic learnings styles. For instance, students are asked to model things, act out, participate in role-playing, and so on (Martin et al., 2021). These techniques have been widely used in the classroom environment in K-12 and higher education settings. At that, the rapid development of technology and the spread of the Internet with its various opportunities led to certain changes in teaching practice as well.

Online education is becoming a new norm as numerous students find it more flexible, more affordable, and more comfortable. At that, it has been acknowledged that some teaching techniques that have been utilized in classes for years can hardly be utilized in the computer-based setting (Martin et al., 2021; Stamm et al., 2021). To meet the requirements of the online learning environment, new methods and activities are now under development, and such tools as stimulations, discussions, conferences, mobile-based applications (or instance, augmented reality) are an indispensable part of online education. Hence, the primary issue of the current educational system is the development of a functional framework to incorporate virtual stimuli for kinesthetic online learners.

Action Plan

The fundamental goal of the present action plan is to develop a tangible framework that would encourage educators to incorporate interactive learning tools and elements such as drag-and-drop activities and technology solutions such as augmented and virtual reality. According to the researchers, children with kinesthetic learning preferences struggle with concentrating on online learning for a long time, as the majority of learning activities include video and text materials (Bartlett & Bell, 2018). As a result, their perception and digestion of the information become distorted. In order to overcome this obstacle, there is a need to educate teachers on the matter of embracing technology as an academic tool. According to the researchers, educators, while willing to participate in technology-assisted learning interventions, the lack of knowledge and support from the administration contribute negatively to the tendency (Taghizadeh & Hasani Yourdshahi, 2019). Thus, the chosen action plan to incorporate digital tools into the process of English learning should include the following steps:

Timeline	Action Step	Individuals or Groups Responsible	Cost
3/7/2022-3/12/2022	The team of district English teachers will conduct a formal and informal evaluation of the online learners’ approaches to the perception of information. By using the VARK questionnaire for younger people, teachers will establish the extent to which children benefit from kinesthetic learning.	District educational coordinator Senior district educators	No additional costs were incurred.
3/12/2022 – 3/17/2022	Once the VARK questionnaire results are obtained, the team of educational supervisors needs to appraise the existing content of the English teaching curriculum. Hence, during the process of appraisal, the following points are to be defined: The VARK ratio (the correlation between audial, visual, reading, and kinesthetic learning tools in the curriculum) The identification of the existing gaps in audial and visual-to-kinesthetic ratio.	Senior educational coordination	No additional costs were incurred.
3/18/2022 – 3/25/2022	Based on the gaps revealed in the process of evaluation, the supervisors, along with senior educators, are to create the proposal of the learning initiative for teachers. Thus, the proposal should include: The objectives of the newly introduced learning initiative The timelines of plan incorporation The resources for learning and digital tools’ introduction The project budget draft The list of stakeholders included	Senior educator team Education supervisors Accounting	No additional costs were incurred.
3/26/2022 – 4/03/2022	After presenting the proposal to the potential stakeholders, the primary goal of the educator board will be to seek investors willing to assist in the procurement of digital learning tools and educators willing to conduct training for the teachers. Once the professionals are found, they should be asked to create a blueprint of the training process, including timelines, resources, and training costs for the facility.	Senior educator team Project manager HR specialist	$10,000 of onboarding cost for the training professional
4/04/2022 – 4/18/2022	Once the training draft is submitted and approved, the educators are invited to participate in the mandatory training on the matter of using digital tools for kinesthetic learners. The training is expected to last for two weeks, including such topics as: The introduction to kinesthetic learning in the digital education era The existing challenges to the incorporation of kinesthetic learning approach online The introduction of digital alternatives to hands-on learning Workshops on using interactive platforms in a digital classroom Tips and recommendations on increasing the attention span of kids with kinesthetic learning styles.	Senior educator team Project manager Invited education expert	$30,000 on the training costs $1,000 of additional costs to securing access to the digital platforms.
4/19/2022 – 4/26/2022	Evaluation of the training program by creating a formative assessment tool for the teachers’ knowledge after the learning intervention	Senior educator team Invited education expert	No additional costs were incurred.
4/27/2022 – 5/27/2022	Active implementation of the interactive digital tools to the digital English-teaching classroom. For one month, teachers will make sure to create plans according to the proper correlation of audial, visual, reading/writing, and kinesthetic tools. After the lessons, teachers are expected to fill out the form by indicating the exact kinesthetic learning tools and their impact on the classroom.	Senior educator team	$15,000 on the procurement of new digital devices if necessary $2,000 on the constant school’s access to digital platforms.
5/28/2022 – 6/05/2022	Final evaluation of the school children’s performance since training and interactive learning intervention. In case the intervention demonstrates positive outcomes, the senior education team should establish a constant framework for using interactive learning. Additionally, the feedback from the teachers who participated in the project should be collected. The training on using interactive tools should be conducted every six months in order to ensure the teachers’ readiness to incorporate up-to-date features into the learning process.	Senior educator team	No additional costs were incurred.

References

Bartlett, K., & Bell, J. (2018). Kinesthetic learning in an online learning environment. Wiley Educational Services.

Celli, L. M., & Young, N. D. (2018). Student learning profiles: Teaching with style in mind. In N. D. Young, K. Bonanno-Sotiropoulos, & T. Citro (Eds.), Paving the pathway for educational success: Effective classroom strategies for students with learning disabilities (pp. 77-86). Rowman & Littlefield.

Kusumawarti, E., Subiyantoro, S., & Rukayah, R. (2020). The effectiveness of visualization, auditory, kinesthetic (VAK) model toward writing narrative: Linguistic intelligence perspective.International Journal of Instruction, 13(4), 677-694.

Martin, M., Minarik, D., & Lintner, T. (2021). Kinesthetic social studies for students with exceptionalities. Journal for the Liberal Arts and Sciences, 24(2), 26-36.

Palvia, S., Aeron, P., Gupta, P., Mahapatra, D., Parida, R., Rosner, R., & Sindhi, S. (2018). Online education: Worldwide status, challenges, trends, and implications. Journal of Global Information Technology Management, 21(4), 233-241.

Stamm, M., Francetic, K., Reilly, R., Tharp, A., Thompson, N., & Weidenhamer, R. (2021). Kinesthetic learners during the COVID-19 pandemic: Occupational therapy students’ perspective on e-learning. Journal of Occupational Therapy Education, 5(2), 1-20.

Taghizadeh, M., & Hasani Yourdshahi, Z. (2020). Integrating technology into young learners’ classes: Language teachers’ perceptions.Computer Assisted Language Learning, 33(8), 982-1006.

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