Do Your eLearning Lessons Appeal to a Variety of Learning Styles?

By Shelley A. Gable

I took a course on learning styles a few years ago. The instructor pointed out that training practitioners tend to design instruction that caters to their own dominant learning styles. Although this may be the most comfortable approach for the one designing the training, it may result in some learners being left behind.

The point? Avoid the pitfall of designing to your own preferences - make sure you've incorporated instructional methods that appeal to a wide variety of learning styles.

Learning styles have to do with how people perceive and process new information. Since everyone's brains are wired differently (which explains the great variety of personality types among those we know), training must appeal to a variety of learning styles in order to be effective for varied audiences.

While writing this post, I opted to google "learning styles," and the first result on the list took me to a page that describes sensory modalities (i.e., visual, auditory, kinesthetic). Much research has been conducted about the role of those modalities in learning, and this seems to be one of the most widely familiar learning style models among training practitioners. In the table below, I've defined each of the modalities and suggested how each can be incorporated into an eLearning lesson.

Learning Modality + Definition	Use in eLearning
Visual = learning by observation and seeing information	Text, informative images, video demonstrations
Auditory = learning by listening to information or saying information aloud	Audio, discussion assignment in which the learner is required to discuss information with a manager or peer
Kinesthetic = learning by engaging in hands-on activities	Simulations, on-the-job task assignments

 
While the role of modalities in learning is important to consider, other learning style models can offer additional insights. A model that I'm partial to is the one developed by Anthony Gregorc, which explains how people perceive and organize information.

• When it comes to perception, styles are categorized as either concrete or abstract. Someone with a concrete style relies most on physical senses for perceiving the world, while an abstract style tends to perceive through the less tangible means of emotion and intuition.
  
• For organization, the categories are sequential and random. Those who are sequential tend to organize information in a linear way, whereas a random individual tends to organize information in a way that may appear to jump around more.

In Gregorc's model, a learning style consists of a perception-organization combination. Examining the characteristics of these styles not only helps you to better understand the varying ways in which people learn, but it can also aid in brainstorming instructional elements that cater to a variety of style types. In the table below, I've listed some of the characteristics of each combination and suggested instructional elements that can be used to appeal to each in an eLearning lesson.

Style Type + Characterization	Appealing eLearning Elements
Concrete Sequential = naturally structured, detail-oriented, precise, perfectionist tendencies	Simulations, clear step-by-step instructions, concrete examples
Abstract Sequential = logical, scientific, intellectual, curious	Links to additional “nice to know” information, quotes/examples from experts or positions of authority, open-ended questions
Abstract Random = relationship-oriented, subjective, imaginative, conceptual	Branching (i.e., allow learners to choose their own path through the eLearning lesson), social media, humor
Concrete Random = intuitive, impulsive, optimistic, innovative	Branching, problem-solving exercises, non-linear simulations

 
Admittedly, the summary provided here of Gregorc's model is oversimplified. However, it should give you a sense of the type of insight it provides into how people learn differently from one another.

What's the point of all this? To ensure that an eLearning lesson appeals to a broad audience, avoid the pitfall of designing to your own preferences - make sure you've incorporated instructional methods that appeal to a wide variety of learning styles.

What Are You Doing to Motivate Learning?

by Shelley A. Gable

We all know that attitudes toward training vary greatly in the workplace. Some people seize every professional development opportunity possible and are always eager to learn something new. Many are less enthusiastic.

Why are some people less enthusiastic? The reasons are numerous...and even those of us who work in the training field have probably felt less than enthusiastic about some training we've had to complete (I know I have!). Common gripes I've heard include:

• Disinterest in the topic
• Boredom with the presentation
• Feeling that the training isn't as important as the work they should be doing during that time
• Not seeing how the training will help them in their job

Of course, we also know that if people don't feel confident in their ability to master the training content, a common reaction is to be resistant to the training.

Clearly, we should do something to overcome these gripes and motivate people to learn. But how do you motivate people to learn? John Keller answers this question in several articles he has written about his ARCS model. ARCS is an acronym that represents four components of motivation in training: attention, relevance, confidence, and satisfaction. Each of these components is briefly defined below.

• Attention: Capturing and maintaining learners' curiosity and interest
• Relevance: Meeting learners' individual needs and goals
• Confidence: Helping learners feel that they can be successful
• Satisfaction: Reinforcing learners' accomplishments

So now what? How can these motivators be designed into an eLearning module? Fortunately, some of these things are simple touches that can easily be worked into the training. Below are a few techniques I've seen in my organization. You can click on the table below to enlarge it.


After I've storyboarded an eLearning module, I'll often go back through to identify places where I could work in something motivational. Considering how effective these basic motivational tactics can be, the extra step seems to be time well spent.