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- Vocational education and training (VET) providers now deliver programs in new
and more flexible ways using a wide range of media and approaches,
and in a variety of locations. The diversity of students also means
that its teaching staff need to be able to adapt to different learner
groups and individuals.
- VET teachers are generally alert to the fact that there are group and individual
learning style differences among their VET clients. Teachers see the
identification of style and their responses to it as part of good
professional practice and is required to achieve client satisfaction.
- Teachers rely strongly on previous experience. They have developed a range of
personal methods to identify individual and group learning styles,
and a range of techniques to respond to these different styles. Their
methods are interactive based on observations of learner reactions
to the learning context and media used and then modified as appropriate,
rather than on applying particular learning theories.
- There is need for professional development that more clearly indicates to teachers
the capacities for training packages to accommodate learning styles
through design, delivery and assessment. Based on this research, professional
development in learning styles is likely to be best achieved through
practical examples of good practice and practical teaching settings,
rather than through espousing particular theories of learning style.
- Students were limited in their knowledge of their learning style but felt that
teachers did take account of their learning characteristics in their
teaching. Nevertheless, there is need for the development and implementation
of effective learning-to-learn training for students.
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