Apr 2, 2013 - Carol is presently a doctoral student at Walden University, a member of the American Psychological, and Western Psychologi- cal Associations.
Understanding Learning Styles: Providing the Optimal Learning Experience by Carol L. Brady, MA
Abstract: Childbirth education classes help facilitate learning in adults who desire new information and coping skills that they can use when in labor. The main goal for educators is to assist prospective parents in becoming “expert learners.” Knowledge of adult learning styles helps instructors provide an optimal environment for these prospective parents so their fears of the child birthing process are allayed and maximum learning can occur. Keywords: learning styles, childbirth instructors, childbirth educators, learning experiences
Awareness of individual learning styles can help educators impart new information in a memorable way. Engaging instructors provide multiple approaches to aid in learning new skills, facilitating changes in behavior, or utilizing new information in a future endeavor, such as childbirth. Childbirth educators are in a unique position to create a positive birthing experience by developing classes that cater to the learning needs of their clients. Classes developed with an awareness of different learning styles may help improve the information assimilation and learning experiences of prospective parents.
Background: Adult Learning Theory Interest in understanding characteristics of adult learners has been evident for more than 50 years. In the 1950s, Malcolm Knowles began formulating a theory constructed around the idea of establishing an optimum environment for adult learners. He found that this environment needed to be “informal, comfortable, flexible, and in a nonthreatening setting” (Knowles, Holton, & Swanson, 2005, p. 2).
This idea of developing an optimum environment for teaching was in opposition to modern teaching practice, which had evolved from the teaching methods of monks between the seventh and twelfth centuries. Knowles’ ideas became the basis for education, which was dependent upon a teacher (pedagogical) and independent learning that required learners to take more responsibility for their own learning (Knowles et al., 2005). A contemporary version of Knowles’ vision is online education, which may or may not be supplemented with a brick and mortar experience. Since the 1960s, the theory of adult learning began to diverge from theories on how children learn. A multifaceted approach is the dominant model of adult learning today. The complexity of the phenomenon makes it difficult to explain it with a single theory, model, or set of driving principles (Knowles, Holton, & Swanson, 2011, p. 2). Today, agreement on the main theory of andragogy (the method of teaching adults) revolves around six principles which make up a core set of adult learning principles. These principles include the learner’s need for information, self-concept, previous experiences, readiness to learn, orientation to learning, and motivation (Knowles et al., 2011, p. 3). In addition to these principles, barriers to learning, such as time constraints and lack of confidence, must be acknowledged. The learning environment must provide enough time for presentation of the material but also provide enough time for learners to participate. Many learners may lack confidence in their ability to learn or have had previous educational experiences that were less than optimal. Active participation helps learners integrate important information as well as making them feel more comfortable. Providing enough formal structure, but not so much as to be overwhelming, maintains the balance of the learner’s responsibilities and the demands required to learn the material. Opportunities for learning must provide enough information, scheduling options, and ease of entry in order to overcome any lack of motivation, problems in attendance, and reticence that learners may possess (Lieb, 1991). continued on next page
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Understanding Learning Styles continued from previous page
Learning Styles Learning styles refer to how individuals process, focus, make information meaningful, and gain new information in order to translate it into building new skills (Claxton & Ralston, 1978; Dunn & Griggs, 2000; Wooldridge, 1995). The general consensus is that a multitude of learning styles exists. For example, some participants learn better when they can see the big picture; others may need all the details and wish to discover what they are in a linear or step-by-step manner. An overall outline of what learners can be expected to take away from each class is a way to let them know where they have been, where they are going, and the distance needed to travel toward an overall goal.
A multitude of learning styles exists
Pictured Moments by April Humphrey
Common learning styles include the following: • Visual – prefers to learn seeing images, pictures, and demonstrations (Ness, 1995). • Auditory – prefers to learn using sound (Coker, 1996). • Verbal – prefers to learn using words both verbally and written. • Kinesthetic – prefers to learn using the body, hands, and the sense of touch (Ness, 1995). • Logical – prefers to learn using logic and reasoning. • Social – prefers to learn in a group or with other people. • Solitary – prefers to learn working alone through selfstudy. Another type of learner is the experiential learner. This learner prefers to learn through observations, reflections, and concrete experiences (Claxon & Ralston, 1978; Svinicki &
Dixon, 1987). Within this type of learner are four subtypes: the converger, diverger, assimilator, and accommodator. • Converger – this type of learner prefers the “cut to the chase” approach when problem solving. They also prefer conceptualizing problems abstractly and with experimentation dealing with concepts rather than people. • Diverger – this type of learner learns best through experiences, imagination, and reflection. They are peopleoriented, excelling in the humanities and the arts. • Assimilator – this type of learner learns through lectures, writing papers, building models, creating projects, and developing analogies to problems. They enjoy organizing different types of items into an integrated whole, often excelling at math and science. • Accommodator – this type of learner learns best through hands-on experimentation. They enjoy working in laboratories, observing, participating in field work, working through problem sets, and studying examples and case studies. These learners love new experiences. Accommodators are often very intuitive and use a trial and error type of strategy when problem solving. These learners are often in technical or business fields (University of Washington, 2012).
Implications for Instructors Instructors who wish to be successful with different groups of people will use a variety of teaching strategies in order to accommodate the learning styles that are exhibited by most groups. Additional things to consider are the participants’ ages, prior parenting experience, education level, and ethnicity or culture. When teaching new material, instructors should consider doing the following • Balance concepts with concrete information. • Use a variety of pictures, posters, and physical demonstrations, along with verbal and written explanations in lectures and handouts (Felder, 1996). • Provide time for reflection, discussion, and questions so that learners have time to think about the material being presented by assimilating the concepts and organizing their thoughts (Goad, 1997). Many times learning can cause confusion, frustration, and anxiety. This is certainly true with first time parents who may not know exactly what to expect from the birthing process. Brookfield (1993) suggests that valuing and respecting participants through the process of learning with words and actions helps them feel more at ease. Educators must be continued on next page
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Understanding Learning Styles continued from previous page willing to facilitate learning in different ways, such as sharing personal experiences, the experiences of others, asking questions, using case studies, and engaging the expectant parents in critical thinking and problem-solving skills. Listening skills, genuine support, and words of encouragement are extremely valuable for gaining and promoting the learner’s confidence in assimilating the information. Identifying and challenging assumptions, which may be more rumor or myth, helps learners gain the correct information rather than believing hearsay from others.
Listening skills, genuine support, and words of encouragement are extremely valuable.
Anne Jordan
Educators can help participants explore alternative solutions to problems through group involvement; seeing how others use the information may help prevent behaviors and attitudes that are not helpful to the overall process. However, educators should also respect those students who are uncomfortable with group experiences, providing additional resources for those who prefer self-study. Educators can also model critical thinking by clearly articulating concepts, being consistent, open, accessible, and flexible to the changing perceptions of the participants as the classes progress (University of Washington, 2012).
Bringing It All Together: Learning Styles in Childbirth Education In 1988 the National League for Nursing determined two main purposes in teaching childbirth education. The first goal for an instructor is to ensure safety, so that expectant parents feel safe, find a voice in expressing their needs, are able to experiment with their opinions and newly learned skills, and can choose options clearly (Wilkerson, 2000). The second goal is to provide a climate, structure, and a dialogue that promotes comfort and confidence so that learners relate to what they are learning and can then apply what they have already learned to future situations (Wilkerson, 2000). These goals clearly align with developing a curriculum that incorporates multiple learning styles. Durham (2003) offered several suggestions for reaching out to adults with different learning styles. For visual learners, instructors should incorporate a number of relevant visual materials, such as posters, flip charts, photographs or videos, medical equipment, dolls, and anatomy illustrations, and instructors should keep in mind that visual learners can be distracted by busy or disturbing images (Durham, 2003). Auditory learners benefit from listening activities, such as lectures, presentations, discussions, and music, whereas sarcasm and distracting noises should be avoided (Durham, 2003). Kinesthetic learners should be given hands-on activities and movements to observe or mimic (Durham, 2003). Objects used for visual learners can be passed around the classroom for the kinesthetic learners, including dolls, pelvic models, nursing bras, and medical equipment (Durham, 2003). When teaching adults, the main responsibility of learning falls to the individual – it is the learners’ responsibility to take in and make use of the information. However, educators must be aware of the ways that their programs are experienced by learners and whether or not the program is effectively fostering true learning. Furthermore, instructors should be aware of their own learning styles and preferences and also be aware that their personal learning style may not be optimal for all learners. A clash of learning styles may make students uncomfortable and impede learning. Couples who participate in birthing classes are looking for the knowledge, skills, and techniques that will help them in coping with labor and childbirth successfully. Educators need to assess their programs based on the quality of the information provided in order to help individuals learn probcontinued on next page
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References
Understanding Learning Styles continued from previous page lem-solving, decision-making, and critical-thinking skills. These three skill sets are important for the effective training of parents, and will help them face most eventualities with confidence (Wilkerson, 2000). Creating class activities that allow practice in implementing these skills maximizes the long term benefits of this training.
10 Tips for Effective and Cost Effective Learning Environments: 1. Make the learning environment engaging with stories and examples. 2. Make the subject matter interesting and memorable by being creative in the learning materials, the informational approach, and delivery. 3. Create learning activities that engage all learners, and encourage questions. 4. Use acronyms with funny sayings or word play, for example RIP (rest in patience). 5. Use worksheets as learning reminders, ways to keep information fresh, or make the information more personalized. 6. Bulletin boards, white boards, pictures, and colorful demonstrations make learning memorable. 7. Use web sites to introduce additional resources and keep printing costs down. 8. Keep it simple; make sure an 8th grader can understand the information you are trying to convey, but do not “dumb it down” and insult your audience. 9. Encourage relationship building through the exchange of contact information. 10. Model patience, kindness, calmness, and a “you can learn it attitude;” smile often!
Conclusion Childbirth education classes help facilitate better childbirth experiences for expectant parents. By attending, these individuals are called upon to study, understand, and evaluate their preparations for future birthing experience. When childbirth educators are able to provide stimulating, effective classes as a result of understanding the variety of learning styles and implementing strategies that address learning preferences, the overall birthing experience can be substantially improved.
Claxton, C. S., & Ralston, Y. (1978). Learning styles: Their impact on teaching and administration. Washington, DC: American Association for Higher Education. Coker, C. A. (1996). Accommodating students’ learning styles in physical education. Journal of Physical Education, Recreation, and Dance, 67(9), 66-68. Dunn, R. S., & Griggs, S. A. (2000). Practical approaches to using learning styles in higher education. Westport, CT: Greenwood publishing group. Durham, J. (2003). Learning styles in childbirth education classes. Retrieved from http://www.transitiontoparenthood.com/ttp/foreducators/learningstyle.htm Goad, T. (1997). The first-time trainer: A step-by-step quick guide for managers, supervisors, and new training professionals. New York, NY: Amacon. Knowles, M.S., Holton, E. F., III., & Swanson, R. A. (2005). The adult learner: The definitive classic I adult education and human resource development (6th ed.). Burlington, MA: Elsevier. Knowles, M.S., Swanson, R. A. & Holton, E. F., III. (2011). The adult learner: The definitive classic I adult education and human resource development (7th ed.). Burlington, MA: Elsevier. Lieb, S. (1991) Principles of Adult Learning. VISION. Retrieved March 20, 2013, from http://www.lindenwood.edu/education/andragogy/andragogy/2011/Lieb_1991.pdf National League for Nursing. (1988). Curriculum revolution: Mandate for change. Publication No. 15-2224. Ness, J. E. (1995). The paraprofessional: An introduction. Module One-Facilitator’s Edition [and] Student’s Edition. Strategies for paraprofessionals who support individuals with disabilities series. Minneapolis: University of Minnesota, The Institute on Community Integration. Wilkerson, N. (2000). Perspectives on learning for childbirth educators. Journal of Perinatal Education, 9(3), 11-21. Wooldridge, B. (1995). Increasing the effectiveness of university/college instruction: Integrating the results of learning style research into course design and delivery. In R.R. Sims and S.J. Sims (Eds.), The importance of learning styles: Understanding the implications for learning, course design, and education. Westport, CT: Greenwood Press. University of Washington. (2012). Learning styles. Retrieved March 12, 2013, from http://www.washington.edu/doit/TeamN/learn.html
Carol is presently a doctoral student at Walden University, a member of the American Psychological, and Western Psychological Associations. Formerly, she was the Director of Design Services for a large Colorado Internet Service Provider.
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