Vark Analysis
Lindsay Williams
Grand Canyon University

The Vark assessment tool is a questionnaire that will provide the user with an understanding about the type of learner they are, and what are the most useful resources to for maximum learning. The questionnaire consists of 16 questions which are aimed at isolating a learner’s preference to give them a better understanding of what is most effective for their retention of information being taught.
According to the Vark questionnaire, there are four types of dominant learning styles; Visual, Aural, Read/Write and Kinesthetic. Additionally, Vark introduces a sub category of learning called multimodal. (Fleming, 2011)

If the learner has a preference for Aural style of learning, he or she may want to use the following methods: attending lecture, discussion of the topic with peers, using a tape recorder, teach back of material learned to others not in attendance. (Fleming, 2011)
The Read/Write study strategy, which is what this author is most prone to according to the questionnaire, suggests that one learns best with lists, definitions, handouts, textbooks, verbatim notes and/or manuals. A read/write learner may write the material repeatedly, or reread their notes to themselves several times. They may also rewrite the principals being introduced into their own lists or format that is consistent with their own understanding.
Kinesthetic learners, according to Vark, are most attracted to things that involve their senses; sight, touch, taste, smell, and hearing. For example, classes with labs, or field trips, physical exhibits and the hands on approach is the optimal learning platform for kinesthetic learners.
Visual learners benefit most from presenters who use slides, diagrams, flow charts and who can outline information they are learning. A visual learner needs to see the information so that they can essentially copy and paste the information into their own minds eye.
Multimodal learners have scores that do not favor one modality for learning, but rather tend to relate to all four learning styles. 60% of the population achieves a score indicating that they are a multimodal learner. (Fleming, 2011) Multimodal learners tend to adapt to whatever mode of teaching is being presented rather than associating with only one or the other learning strategies. Essentially multi modal learners are able to tailor their learning experience to what is being presented rather than having to work around it to fit the category of learning they fall into.
According to the Vark questionnaire, this author shows a strong preference towards the read/write strategy of learning. As stated above, the read/write strategy incorporates lists, definitions, handouts, textbook, notes, and textbooks. This author tend to be a “hands on” learner. This author repeats an action, after having observed it, in order to concrete it in the mind. Like the old saying goes, “see one, do one, teach one.” That knowledge suggests a propensity towards being a kinesthetic learner rather than a read/write learner. Lists, diagrams, verbatim notes and repetition have always been helpful in past experience (read/write strategy), however trial and error, samples, physical exhibits, lab manuals and the use of senses tend to concrete ideas more in my head than the read/write strategies. If one were to ask, the multimodal strategy would be what this author would MOST identify with when learning. A comprehensive approach of learning involving all styles, preferences and strategies seems to be the most identifiable learning preference historically speaking.
Based on the studies and information regarding learning preferences, the question is then posed, does teaching strategy need to align with a students learning preference in order to be most effective for learning? The answer to this question according to studies is yes. Every student is different, and learns at a different pace, using different strategies, and have different levels of readiness, interest and motivation. (Gardner 2001) According to Howard Gardner, a Harvard educated developmental psychologist, as teachers, we need to employ multiple teaching modalities for optimal student learning. This includes the use of visual and audio media, verbal regurgitation of information processed, and written discussion of ideas learned.
It can be argued that the more modalities employed and presented to students, the greater their chance for successful learning becomes. As educators, if we appeal to all strategies of learning, we are more likely to enhance the learning of everyone in our target audience. This may be challenging as we ourselves tend to flock to a particular learning style, and in turn, tend to teach the same way. It also may be a challenge to address each individuals learning style, as it may be difficult, or even impossible to know each and every one of their learning preferences. However, the first step in overcoming that challenge is to be well versed in our own learning preferences. If we are well versed in our own learning preferences, we can try to incorporate those preferences, along with the others that we don’t as closely identify with into our teachings in hopes of meeting the needs of the majority of our learners. Being that 60% of learners show a tendency toward the multi modal preference, the combination of all learning preferences will likely benefit a majority of students and patients.
As nurses, we are at an advantage however, because a majority of the time, we do not have a large audience to learners to accommodate. It is much easier to assess our patients learning needs, readiness, cognitive levels and motivation on a one on one basis than in larger arenas. As such, since we are now well aware of our own learning tendencies, we can adjust accordingly to meet our patient’s needs.
Nurses are in a unique position currently, functioning as both educators and students all at once. The Vark questionnaire provided the opportunity to evaluate ourselves as learners as well as question our methodology in teaching. Hopefully, this new found knowledge will increase our value and effectiveness as both a nurse and a student.

Addendum

Vark questionnaire results for Lindsay Williams are as follows: * Visual:4 * Aural:3 * Read/Write: 16 * Kinesthetic: 7 *

References
Cherry, K. (2013). Vark Learning styles. Education Psychology. Retrieved from http://psychology.about.com/od/educationalpsychology/a/vark-learning-styles.htm
Dixon, J., & McPhee, A. D. (2001). Howard Gardner and Education: The Theory of Multiple Intelligences. EEPAT. Retrieved from http://eepat.net/doku.php?id=howard_gardner_and_education
Fleming, N. (2011). Vark- A guide to learning preference. Retrieved from http://www.vark-learn.com/english/page.asp?p=multimodal
Teaching with multiple modalities. (2014). Retrieved from http://www.readwritethink.org/resources/resource-print.html?id=30101&tab=1
Wilder, P. (2014). Teaching with multiple modalities. International Reading Association. Retrieved from www.readwritethink.org