Create online training content according to different learning styles



People learn and remember in different ways, so how can learning material be added effectively to take all these learning types into account?

Ideally, online training material should cover all learning styles for the most efficient training. Using the different learning style as guidance for creating training material make the course more effective, and more practical and likely to be applied.

Each learning style uses a different, sometimes interlinking area of the brain, which means that integrating the areas, more neuron activity is encouraged and more links are made improving long term memory.


Different learning styles to be considered when creating online content:
Visual – Spatial learning: occipital lobes, occipital cortex, visual cortex,
Aural – Auditory: auditory centre of the cerebral cortex then to amygdala and hippocampus
Verbal: Temporal lobe,
Kinaesthetic -Tactile: engages both sides of the brain simultaneously. Includes the basal ganglia, cerebral cortex, cerebellum.

 

Creating online training for - Visual and Spatial learners

Visual learners learn through images, videos and through their sight. This means that material which is written needs to have a visual diagram or representation of the material being taught. Adding eBooks, colour, GIF’s are useful. Course material should be set up in a mind map scenario, where the learner can see where they are in the program, how the material fits in to the course.

The visual learner needs to be able to visually organise the material or to see it organised, eg using bullet points, paragraph headings, practical workbooks which can be submitted where the learner can visually set out their thoughts.

Tips when creating online learning material for visual learners:

 

Am I a visual learner?

 

Creating online training for kinaesthetic – tactile learners

Online learning for tactile learners might seem like the most difficult material to create, as a tactile learner needs to feel, touch and move rather than just watching and listening. These learners are normally coordinated,

Encourage them to learn and move – while they watch a video, listen to a podcast, they can walk around the office, room or do physical exercise. These students ejoy working things out for themselves.

  

Creating online training for kinaesthetic – tactile learners:

Am I a tactile learner?

 

Creating online training for auditory - aural learners

Auditory learners are active listeners, and often enjoy music with a good sense of rhythm.

For these learners, online material should use multi-media, videos and online lectures. Using audio clips to summarise information. Chat rooms also work well for these learners as they can interact with other students and discuss training material. Adding music with the information is valuable in helping these learners learn.

Background music should not have words as this will distract from the actual learning material.

 

Creating online training for aural – auditory learners:

 

Am I an auditory learner?

 

Creating online training for verbal learners

 

Verbal learners need to talk and use the spoken words. reading, rhymes, word games and tongue twisters which help them to remember and understand the learning material.

A verbal learner will use phrases similar to:

Can we talk about it, let us chat, and more likely to be intrigued or give you attention when they are talking.
Verbal learners need to talk to remember and understand. They do well when debating, being part of a chat group, discussing....
They are more likely to leave a voice note than typing a message.

 

Am I a verbal learner?

 

Create online learning for verbal learners:

In a classroom setting these learners generally talk back are vocal about opionions and might irritate other learners. In this scenario where the onlie training is combined with classroom training, these learners should be given an opportunity to talk where it wont involve class disruption - write down the questions then vocalise when the lecturer has reached a certain point.