The visual learners possess an ability to understand spatial relationships and tend to perceive and create images in the form of visual arts, graphic design, charts, maps etc (Gregory & Chapman, 2006; 24). These learners tend to relate instructions and explanations more often to any of these suitable visual forms. Research has proven that learners possess unique learning styles. Seckel (n. d; 1) notes that the more the learning style matches the instructions, higher will be the learning. Practically, it may not be possible for all students to learn particular course content with the same effectiveness.
Effective learning can be attained by adopting specific strategies by the students that can match their learning style and help in better understanding, remembering, relating to facts and better reproducibility. Academic teaching can happen verbally, with pictures, experimenting in the labor in the field, or all of them simultaneously. To achieve effective and optimum learning for visual learners, specific strategic approaches including practices such as usage of flashcards for making notes that emphasize on main learning points clearly demarcated, making use of visual aids, pictures, graphics, maps, etc as appropriate to understand and remember the subject can be adopted (Lobb, 2003; 112).
Research has proved that note taking, in any form, promotes retention of information (Dodge, 1995; 44). A systematic approach may be adopted by a methodical understanding of instruction material, awareness of material available for study and realizing responsibility to utilize the materials appropriate, which can be achieved by proper notes making, highlighting important contents, and/or any other forms of highlighting information that they can relate to. These learners are analytical thinkers who tend to conceptualize by visualization, watching and thinking, creating concepts and models.
Classroom lectures and information can have the significant impact
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