The complexity of any learning process requires individuals to ensure that they are self-aware in terms of information channels that work best for them. One of the most efficient ways to define these peculiarities is to conduct a self-assessment on the matter of learning styles. Thus, according to the assessment results, the following learning styles are most common for my cognitive specifics:
- Active learning – 5;
- Sensing learning – 3;
- Global learning – 3;
- Visual learning – 1.
Considering these results, it should be outlined that all the aforementioned learning styles were used in juxtaposition with other options, with indicators varying between 1 and 3 indicating that a learner might appeal to both learning options without significant difference in terms of the outcomes. Thus, it means that during my learning process, I may use sensing and intuitive, global and sequential, and visual and verbal approaches with barely any impact on the result. However, as far as the “active – reflective” learning paradigm is concerned, it should be emphasized that the former tends to be more efficient for my perception of information, whereas reflective learning could become challenging for me in some cases.
When speaking of active learning as the most suitable approach to the process, it stands for one’s tendency to perceive information better when cooperating with others and experimenting with things instead of reflecting on the theoretical fundamentals of the item. According to the researchers, some of the most successful strategies of active learning include promoting an interdisciplinary approach to the new information and critical evaluation of the matter within a group (Misseyanni et al., 2018). Thus, to memorize and understand the information, it is necessary to find ways to connect it to the already known information through the means of active discussion or experiment. In such a way, hands-on learning will contribute to one’s ability to recognize the actual value of the knowledge provided.
Reference
Misseyanni, A., Papadopoulou, P., Marouli, C., & Lytras, M. D. (Eds.). (2018). Active learning strategies in higher education. Emerald Publishing Limited.