The way a person learns can be called learning style or preference. Several learners show preference to a combination of styles whereas others strongly prefer specific styles of learning. There are various styles of learning. They include; Visual images which involves preference to learning objects in graphic or pictorial, Reading and making notes involves learning through writing and reading, Aural messages or spoken words this involves preference to listening to orators or lectures narrations and involve in group discussions and finally there is active or kinesthetic learning which involves preference to learning through activities involving practical activities (Kress, 2001).
A student’s learning style can be kinesthetic learning. Kinesthetic intelligence is indicated by aptitude for handling objects or body movements (Kress, 2005). Coordination of motor and physical skills is another indicator such a learning style. This learning style is useful for communication and production. It is also exhibited by highly physical memory development. In academics, this learning style is applicable in ensuring completion of assignments in time. This due to the fact that, a person possessing this learning style is trained on the same as he bases his or her working on practicality.
Some of the preferred learning strategies for the multimodal learning could include online learning whereby students or learners source learning materials from the internet. These materials are very important as they provide crucial knowledge to the learner. The knowledge sourced also has been thoroughly revised and such knowledge is very clear and the student can get a vast knowledge. Research done through online materials is accurate as compared ordinary knowledge got from books as the materials have been edited to suit the modern world (Kress, 2001). Online learning is also efficient as the materials can sourced any time the learner wants the material as it exist twenty fours. Another multimodal learning material is the use of audiovisual materials such as radios and televisions. This type of multimodal learning strategy is very crucial as the learner to listen and even watch the material being presented.
The knowledge from such material is very important as it can be retained in the memory of the learner for a long time unlike the ordinary knowledge learned from the books and in class. Knowledge learnt from the television is also important as the learner can visualize what he or she learns from by watching the picture. Printed materials also such as newspapers, magazines and even journals are very in learning.
The identified multimodal strategies such as cooperative learning and combining teachings models are also very important but have disadvantages of their own. Not all people are ready to cooperate in learning as people have different opinions (Narey, 2009). To combine the teaching methods also need resources which might not be ready. These make these strategies to be weak and thus unable to solve learning problems. The use of preferred digitalized strategies will move learning to the next level.
The changes that are may be expected to be integrated into learning habits include development of habits for learning and making it a routine. This will help in keeping time and moving by plans. It is also important to appraise learning from errors as a way of discovering new ideas and concepts. Another vital change would be dedicating all personal senses to learning. This will involve the use of gestures to improve and make one’s learning style proactive and more useful (Kress, 2001). It is also important to try as much as possible to be flexible in learning and thus being in a position to take in technological advancement advantage on time.
References
Kress, G. R. (2005). English in urban classrooms: A multimodal perspective on teaching and learning. London: RoutledgeFalmer.
Kress, G. R. (2001). Multimodal teaching and learning: The rhetorics of the science classroom. London: Continuum.
Narey, M. (2008). Making meaning: Constructing multimodal perspectives of language, literacy, and learning through arts-based early childhood education. New York: Springer.
