Using VARK to assess changes in learning preferences of nursing students at a public university in Jordan

Implications for teaching

Research output: Contribution to journalArticle

24 Citations (Scopus)

Abstract

Purpose: The purpose of this study was to describe learning styles of nursing students at a public University in Jordan. Sample: A descriptive research design was used, a purposive sample of 197 nursing students who were enrolled in nursing summer courses. These students were at different academic levels. Results: Almost 55% of students have a multimodal preference, about 60% of multimodal students have the kinesthetic learning preference (K) associated with visual or read write preference. The rest have one dominant learning preference. Of the 45% students who have one dominant preference: 60% had the kinesthetic preference as the dominant preference, and 40% had the auditory preference accompanied with another preference. Analysis of Variance (ANOVA) revealed significant difference between students based on their academic level. Conclusions: Nursing students have varied learning styles; teachers should accommodate their classes to meet the learning needs and styles of students. Multimodal learners can be more flexible about how they exchange information than those with a single preference. However, multimodal learners need to have at least two, three or four modes involved in learning before they are satisfied. Teachers at nursing program should use more than one teaching modality to be able to make their students satisfied with their learning experience.

Original languageEnglish
Pages (from-to)1546-1549
Number of pages4
JournalNurse Education Today
Volume33
Issue number12
DOIs
Publication statusPublished - Dec 2013

Fingerprint

Jordan
Nursing Students
Teaching
nursing
Learning
Students
university
learning
student
Nursing
Analysis of Variance
Research Design
information exchange
teacher
analysis of variance
research planning

Keywords

  • Jordan
  • Learning preferences
  • Nursing students
  • Teaching
  • VARK

ASJC Scopus subject areas

  • Nursing(all)
  • Education
  • Medicine(all)

Cite this

@article{b7dba1e5376341208cd8d300096e7bcf,
title = "Using VARK to assess changes in learning preferences of nursing students at a public university in Jordan: Implications for teaching",
abstract = "Purpose: The purpose of this study was to describe learning styles of nursing students at a public University in Jordan. Sample: A descriptive research design was used, a purposive sample of 197 nursing students who were enrolled in nursing summer courses. These students were at different academic levels. Results: Almost 55{\%} of students have a multimodal preference, about 60{\%} of multimodal students have the kinesthetic learning preference (K) associated with visual or read write preference. The rest have one dominant learning preference. Of the 45{\%} students who have one dominant preference: 60{\%} had the kinesthetic preference as the dominant preference, and 40{\%} had the auditory preference accompanied with another preference. Analysis of Variance (ANOVA) revealed significant difference between students based on their academic level. Conclusions: Nursing students have varied learning styles; teachers should accommodate their classes to meet the learning needs and styles of students. Multimodal learners can be more flexible about how they exchange information than those with a single preference. However, multimodal learners need to have at least two, three or four modes involved in learning before they are satisfied. Teachers at nursing program should use more than one teaching modality to be able to make their students satisfied with their learning experience.",
keywords = "Jordan, Learning preferences, Nursing students, Teaching, VARK",
author = "Esraa AlKhasawneh",
year = "2013",
month = "12",
doi = "10.1016/j.nedt.2012.12.017",
language = "English",
volume = "33",
pages = "1546--1549",
journal = "Nurse Education Today",
issn = "0260-6917",
publisher = "Churchill Livingstone",
number = "12",

}

TY - JOUR

T1 - Using VARK to assess changes in learning preferences of nursing students at a public university in Jordan

T2 - Implications for teaching

AU - AlKhasawneh, Esraa

PY - 2013/12

Y1 - 2013/12

N2 - Purpose: The purpose of this study was to describe learning styles of nursing students at a public University in Jordan. Sample: A descriptive research design was used, a purposive sample of 197 nursing students who were enrolled in nursing summer courses. These students were at different academic levels. Results: Almost 55% of students have a multimodal preference, about 60% of multimodal students have the kinesthetic learning preference (K) associated with visual or read write preference. The rest have one dominant learning preference. Of the 45% students who have one dominant preference: 60% had the kinesthetic preference as the dominant preference, and 40% had the auditory preference accompanied with another preference. Analysis of Variance (ANOVA) revealed significant difference between students based on their academic level. Conclusions: Nursing students have varied learning styles; teachers should accommodate their classes to meet the learning needs and styles of students. Multimodal learners can be more flexible about how they exchange information than those with a single preference. However, multimodal learners need to have at least two, three or four modes involved in learning before they are satisfied. Teachers at nursing program should use more than one teaching modality to be able to make their students satisfied with their learning experience.

AB - Purpose: The purpose of this study was to describe learning styles of nursing students at a public University in Jordan. Sample: A descriptive research design was used, a purposive sample of 197 nursing students who were enrolled in nursing summer courses. These students were at different academic levels. Results: Almost 55% of students have a multimodal preference, about 60% of multimodal students have the kinesthetic learning preference (K) associated with visual or read write preference. The rest have one dominant learning preference. Of the 45% students who have one dominant preference: 60% had the kinesthetic preference as the dominant preference, and 40% had the auditory preference accompanied with another preference. Analysis of Variance (ANOVA) revealed significant difference between students based on their academic level. Conclusions: Nursing students have varied learning styles; teachers should accommodate their classes to meet the learning needs and styles of students. Multimodal learners can be more flexible about how they exchange information than those with a single preference. However, multimodal learners need to have at least two, three or four modes involved in learning before they are satisfied. Teachers at nursing program should use more than one teaching modality to be able to make their students satisfied with their learning experience.

KW - Jordan

KW - Learning preferences

KW - Nursing students

KW - Teaching

KW - VARK

UR - http://www.scopus.com/inward/record.url?scp=84885957267&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84885957267&partnerID=8YFLogxK

U2 - 10.1016/j.nedt.2012.12.017

DO - 10.1016/j.nedt.2012.12.017

M3 - Article

VL - 33

SP - 1546

EP - 1549

JO - Nurse Education Today

JF - Nurse Education Today

SN - 0260-6917

IS - 12

ER -