Fleming and Mill Learning Style Model (VARK)

Modern teaching methods, known as activity-based approaches, focus primarily on activities and aim to fully engage the student’s mind in the learning process. In modern teaching methods, the student is the primary consideration in curriculum design and planning. Special importance is given to individual differences among students. Numerous factors influence the process of knowledge acquisition, including society, family, emotions, past experiences, prior assumptions, ability, skill, intelligence, and social environment... The combinations of these factors lead to variations in learning pathways and adaptation to knowledge, resulting in each individual exhibiting a subjective learning style. These individual differences have driven research into learning styles.

According to the Turkish Language Association (TDK), style is a person’s unique way of expressing their views, feelings, and understanding. A learning style can be defined as the individual’s unique manner of comprehending and internalizing acquired knowledge. Learning styles are personal and therefore constitute an individual difference. Learning style models, on the other hand, aim to establish a general structure for learning styles. Many learning style models exist. The 14 most well-known models are presented in Figure 1. Among these, the Fleming & Mill learning style model is discussed in this text.

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Developed by Neil Fleming in 1987, it is also known as the VARK or VAK model. The acronym VARK or VAK stands for the following terms in English:

• Visual (visual)
• Auditory (auditory)
• Read-write (reading-writing) (Reading-writing is not always considered a separate learning style in some sources.)
• Kinesthetic (tactile-kinesthetic)

General characteristics are as follows:

This style involves the use of visible and observable elements. Learners with this style acquire information best when it is presented visually or in written form. In a classroom setting, they learn effectively from instructors who use visual aids such as whiteboards and presentation tools to highlight key terms and important points. Textbooks and notes are essential for their learning. These learners prefer studying alone in quiet environments. To recall learned information, they use visualization techniques (mental imagery). Some personality traits of visual learners may include:

• They typically take detailed notes.
• They do not enjoy being told things repeatedly.
• They want to see everything.
• They need to observe the instructor’s gestures and facial expressions for full understanding.
• They prefer reading.
• Maps, visual presentations, diagrams, and colors facilitate their learning.

They understand through self-talk and listening. Individuals with this learning style acquire information most effectively when it is presented verbally. In class, they learn well by listening to lectures, participating in active group discussions, and, if available, reviewing audio recordings. They recall learned information by repeating it aloud. Some personality traits of auditory learners may include:

• They take few notes.
• They prefer verbal explanations and instructions.
• They prefer speaking over completing written assignments (such as presentations).
• They reinforce learning by discussing lessons either alone or in groups.
• They pay attention to vocal elements such as tone, pace, and emphasis.

According to the Turkish Language Association (TDK), kinesthetic refers to the use of the sense of touch as the primary means of interpretation or thought formation. Kinesthetic learning involves physical experiences such as touching, feeling, active participation, and hands-on application. Individuals with this learning style learn best through physical activities and direct experiences. In the classroom, they acquire knowledge by using materials and experimenting through trial and error. Effective learning for them requires classroom activities in which they actively participate and experience. Some personality traits of kinesthetic learners may include:

• They excel at preparing projects, plans, and drafts.
• They dislike remaining still for long periods.
• They analyze information while learning it.
• They use body language while speaking.
• When studying or listening to a topic, they want to touch materials, hold objects in their hands, or move around.

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If your learning preferences are multimodal, you are in the majority (50–70%). This means you can effectively combine two (V-A, R-K), three (V-A-R, A-R-K), or all four (V-A-R-K) learning styles.

• Adaptability: Multimodal learners can easily adapt to different learning and communication methods. For example, if an instructor prefers written instruction, you can adjust your learning style accordingly.
• Flexibility: When working with different people, you can adapt to their methods or request alternative approaches when needed.
• Strategy Selection: You may need to use multiple methods. If you have two, three, or four preferences, it is recommended to integrate relevant study strategies.
• Differences Compared to Single-Preference Learners:
• Low Preference (less than 20): The highest-scoring preference may dominate, making you more similar to single-preference learners.
• High Preference (more than 20): You have a flexible and variable learning style, using diverse strategies without relying on a single method.

Multimodal learners can easily adapt to different environments due to their flexibility, but they may need to combine multiple strategies to achieve effective learning.