Understanding the Learning Style Preferences of ODL Students Using VARK Model: Implications for Individualized Pedagogy and Student Success
Binayak Dey *
Regional Institute of Education (NCERT), Bhubaneswar, India.
Bhujendra Nath Panda
Regional Institute of Education (NCERT), Bhubaneswar, India.
*Author to whom correspondence should be addressed.
Abstract
Aims: The study aims to assess the learning styles among ODL students in higher education, and propose practical strategies for integrating personalized learning approaches to enhance student engagement and educational outcomes.
Place and Duration of Study: Research was carried out among the higher education students who enrolled in different ODL programs under the dual-mode universities. Survey was administered during Personal Contact Programme (PCP) for the academic session of 2023-2024.
Methodology: Descriptive survey design was employed to gather quantitative data on higher education students learning styles under ODL mode of study and provides a deeper understanding of ODL students' learning preferences based on VARK model. The sample comprised of 246 post-graduate ODL students from various disciplines. A simple random sampling technique was employed to ensure representation from diverse academic backgrounds of ODL students.
Results: Study revealed significant variations in learning style preferences among the ODL students. There are 89 (36.18%) ODL students with single preference of learning style and 157 (63.82%) ODL students with multimodal preference of learning style. Statistically significant difference found between male and female ODL students concerning their learning styles. Visual learning style is the most preferred learning style, followed by aural, kinesthetic, and read/write learning style respectively. Majority of ODL students preferred to learn by multiple sensory modalities.
Conclusion: Integrating learning style assessments into distance learning practices holds immense promise for enhancing the effectiveness and efficiency of distance education. Designing course curriculum for distance education based on multiple sensory modalities is crucial for enhancing learning outcomes and student engagement. Incorporating various sensory channels such as visual, auditory, kinesthetic, and read/write, ODL professionals can cater to diverse learning styles and preferences, ultimately promoting a deeper understanding of the subject matter and academic success.
Keywords: Learning style, ODL students, higher education, individualized pedagogy, student success