PROS AND CONS OF USING DIGITALIZATION IN THE INTRODUCTION OF VAK LEARNING INTO THE TERTIARY EDUCATION

Abstract

The development of English teaching methodology has processed through numerous stages in the investigation and application of new methods and techniques. Researchers aimed at making the process of teaching/learning more effective for both the teacher and the student. Among the most discussed by educators, teachers, researchers, students, and even parents theoretical issues is the influence of students’ learning styles (Visual-Auditory-Kinesthetic (VAK) in particular) in the education field. Researchers consider that every individual has his or her particular style in learning, organising, and processing information, and group them into different categories depending on the learning preferences [3]. It is stated that learners acquire information better while they are taught according to their learning styles and students should be encouraged by teachers to become aware of their learning styles in order to enhance their learning. This concept is called the meshing hypothesis or matching hypothesis [3]. A wide range of engaging activities and successful methodological practices where developed to support teachers and students on the way of implementation of the principles of VAK learning into the educational process. But the development of digital tools and the necessity to implement online learning because of the COVID 19 pandemic provided new highlights and challenges for the improvement of VAK learning methods and techniques [7]. Though digitalization and learning styles are widely investigated in the modern studies on English teaching methodology, their interconnection and interrelation, as well as the prospects and benefits of using digital tools to support VAK learning have not been sufficiently analyzed yet. 

References

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