learning is a never ending process essay

Learning: a Never-Ending Process

Learning is an endless because we never stop learning.

If you ever thought that you were finished learning, think again cause learning never stops. You stop going to school at some point, but that isn’t the end; instead, that is the beginning of a different type of learning.

We are so used to associating learning with school that we sometimes forget that education is so much more than sitting in a classroom. This doesn’t mean that school doesn’t matter; instead, it is to say that school prepares us for learning more in the real world.

Have you ever thought that you were finished learning?

Page Contents

Learning Never Ends, it is a Life-Long Process

For some reason, we often think that learning starts when we go to school and ends when we leave, but that has never been the case. If anything, going to school teaches us how to get started with learning, rather than being the only place where we learn.

These days my daughter has complained about school; she regularly says things like, “I don’t want to learn my letters.” Yet, at the same time, she loves to tell us about all the letters she recognizes while we are driving in the car or looking at books. For obvious reasons, when we are kids, we associate learning with going to school. Of course, this makes sense because this is the only learning we are aware of, or at least as kids, that is how it seems.

On the other hand, my daughter loves to go for hikes on the weekend, and she loves to climb rocks and play by the lake. This is a fun time when she gets to do what she wants, but what she doesn’t realize is that she is learning. Undoubtedly the things that she is learning may be a little abstract, but they are important skills that will help her throughout her life. Walking on rocks and keeping your balance may seem like a silly thing, but it is a pretty useful skill.

In many ways, this is the sort of learning that never ends; when we go to elementary school, we learn how to be students and learners.

School is more about teaching us how to fit into society than anything else.

But when we get to high-school, we learn more about our skills and what we want to do with our lives. After this, we decide where we want to go next, are we going to train for a job or learn something theoretical.

But even this training is still only the tip of the iceberg. When I went to college, I learnt about building websites, which was helpful because it gave me the skills I needed to get a job. But once I started my first job, I realized that I knew nothing about anything important. I also learnt that getting a job at a company that seems cool is fun, but it is also important to think about how that company will make money.

After my first couple of jobs, I landed a job at a decent company that was making money and required someone like me. After being there for a while, my manager told me he wanted me to be responsible for accessibility. At first, the idea of this was scary cause everything I looked at online was confusing and hard to understand. But after I did some more learning and training, I got a lot more comfortable with it.

Many years later, it is my full-time job, but I am still learning about it every day. I’d say I’m pretty good at it, but there is still so much that I don’t know and could learn. However, I suspect that many people go through the same sorts of things. People go to school, for one thing, they use that education to get a job, then they start learning about new things on the job. 

For this reason, it seems like we never stop learning, and if we do stop learning, then there might be something wrong.

Learning never ends because there is always something new to learn or get better at. On top of this, there are always things that we don’t know that we don’t know.

What is important is the need to stay curious; if you are curious, you will always have a reason to learn more because there will always be new things to discover. You probably know someone who thinks they know everything, they may even talk like an expert, but they most likely never ask questions.

If anything, this is a sign that they aren’t curious and aren’t especially interested in learning things, so how smart can they be?

Have A Growth Mindset

On the other hand, people who focus on growth will see challenges as something to be embraced.

They will also look at challenges as something temporary that they can get past and be stronger as a result of. Finally, when it comes to effort, they realize that practice and learning will make them better off in the long run, so they step up to challenges and embrace the unknown whenever possible.

The basis of these two different types of mindsets comes down to how people look at intelligence and skills.

When people believe that intelligence is fixed or that they are born smart, then they don’t have any reason to try harder.

Whereas, when people think that intelligence is something that can grow, they are more open to improvement over time.

To be fair, there are things that we have no control over, as certain aspects of intelligence are outside of our control. But this doesn’t mean we have to limit ourselves to a fixed mindset.

If we believe that we can improve, and there is no reason not to, then focusing on a growth mindset will be better in the long run.

Learning only ends when we give up on it, but you must also realize that learning never ends through your own experience. Look at what you know today, compared to what you thought when you were a child; I’d hope that the gap is immense.

How To Encourage Learning that Never Ends

One mistake that parents sometimes make is telling their kids that they are smart. These words of encouragement, while thoughtful on the surface, actually suggest that the success wasn’t related to the effort that was taken.

It takes a lot of practice for kids to get their letters right, so saying they are smart ignores all the hard work they put into learning.

Another way of looking at this is to focus on practice and effort rather than inborn skill. When kids play sports, they might look at their performance in two ways, either 1) they practiced a lot, or 2) they were good from the start. The goal is to focus on the practice and downplay innate skills.

No doubt, there are things that we can’t control that contribute to our skills and abilities. Our parent’s abilities will give us hints to our own, but this doesn’t mean we are locked into being the same as our parents. If we focus on learning being an endless process, we will know that we can always improve.

Our efforts can lead to success if we can convince ourselves that improvement is possible.

When it comes to learning, we have a choice, do we want to see ourselves as fixed things that don’t change or do we want to see ourselves as dynamic systems that are ever-evolving? The choice is straightforward if you believe that you can keep learning, so be sure to focus on developing a growth mindset rather than a fixed one.

What are you doing to encourage a growth mindset in your own life?

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Essay on Lifelong Learning

Students are often asked to write an essay on Lifelong Learning in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Lifelong Learning

What is lifelong learning.

Lifelong learning is the idea of always finding new things to learn, no matter how old you are. It’s like being in school your whole life, but without the tests and homework! It’s about keeping your mind active and always being curious.

Why is Lifelong Learning Important?

Lifelong learning is important because the world is always changing. New ideas and technologies are coming out all the time. If we stop learning, we might miss out on these changes. Lifelong learning helps us stay up-to-date and ready for anything.

Benefits of Lifelong Learning

Lifelong learning can make life more interesting. It can help us make better decisions and solve problems more easily. It can even help us live longer, healthier lives. Plus, it’s fun to learn new things!

How to Practice Lifelong Learning

Practicing lifelong learning can be as simple as reading a book, taking a class, or even just asking questions. It’s about staying curious and open to new ideas. So keep exploring, keep asking, and keep learning!

250 Words Essay on Lifelong Learning

Understanding lifelong learning, why lifelong learning is important.

Lifelong learning is very important for many reasons. First, it helps us to stay updated. The world is always changing, and we need to keep up with it. If we stop learning, we might miss out on new things. Second, it makes us more interesting. People who keep learning are often more fun to talk to. They have lots of new ideas and stories to share. Third, it keeps our minds sharp. Just like our bodies, our minds need exercise too. Learning is a great way to give our minds a workout.

Ways to Practice Lifelong Learning

There are many ways to keep learning. You can read books, take online courses, or join clubs. You can also learn from your friends and family. Everyone has something to teach, and everyone has something to learn.

The Benefits of Lifelong Learning

Lifelong learning has many benefits. It can help you get better at your job, make you smarter, and even make you happier. People who keep learning often feel more confident and satisfied with their lives.

In conclusion, lifelong learning is a journey that never ends. It is a wonderful way to keep growing, stay interesting, and live a happy life. So, let’s promise ourselves to never stop learning, no matter how old we are.

500 Words Essay on Lifelong Learning

Lifelong Learning is a continuous process of gaining new knowledge and skills throughout one’s life. It’s not just about school or college, but also about learning from everyday experiences. It could be learning a new hobby, a new language, or even about a new culture. The main idea is to keep growing and expanding your mind all the time.

Secondly, it helps you adapt to changes. The world is always changing, with new technologies, new ideas, and new ways of doing things. By continuing to learn, you can keep up with these changes and make the most of new opportunities.

Finally, lifelong learning can make life more interesting and enjoyable. It can help you discover new interests, meet new people, and even achieve personal goals.

How to Practice Lifelong Learning?

Firstly, read a lot. Books, newspapers, magazines, and websites can all provide valuable knowledge. Reading not only improves your language skills but also helps you understand the world better.

Secondly, try new things. This could be a new hobby, a new sport, or even a new food. Trying new things can help you discover what you enjoy and what you’re good at.

Lastly, reflect on your experiences. Think about what you’ve done, what you’ve learned, and how you can use this knowledge in the future.

Lifelong learning has many benefits. It can improve your skills and knowledge, making you more valuable in the job market. It can also improve your self-confidence and self-esteem, helping you feel more capable and successful.

Furthermore, lifelong learning can help you connect with others. By learning about different cultures, ideas, and perspectives, you can understand and relate to people better.

In conclusion, lifelong learning is a valuable habit that can enrich your life in many ways. It’s not just about academic achievement, but also about personal growth and fulfillment. So, keep learning, keep growing, and keep enjoying the journey of life.

That’s it! I hope the essay helped you.

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Never Stop Learning Because Life Never Stops Teaching – Kirill Korshikov

Alexander Maxwell

The greatest teacher you could ever have is your life! Knowledge can come from anywhere and everywhere. Our Education system teaches a lot but that’s not just enough! Being a bookworm can definitely teach you, but there will be no greater teacher than your life says Kirill Korshikov

 According to modern sciences, a child start learning even before its birth. From early childhood, we humans try to observe and learn things. One of first achievements of human child is to speak and walk. It cannot happen without learning. Learning something new is like a coconut, it is hard and a bit messy from outside, but once it opens up it bring a lot of sweet juice and fruit inside. Whenever we are asked to learn something new, a panic monster or a zombie gets over us to let us know that “No, no you can never do it”, but once you get over that feeling you’ll definitely enter an incredible world of new ideas and plan, it will enhance your character, your knowledge and on a bigger perspective your personality.

As they say, learning is a never-ending journey. From cradle to grave, we are in continuous cycle of learning new things. It is a necessary part of our life. Without learning new things, we will remain unaware of wonderful things in the world. Our sight broadens when we get the knowledge and make ourselves lifelong learners. Indeed, traditional education may not be for everyone, but learning is. Learning new things represents the growth mindset. To be good learner you should be able to switch the diffused and focused thinking modes of brain.

Focused thinking is when you concentrating on something (already familiar with) that you try to learn. However, if we talk about diffused mindset it helps you to think out of the box and to look for options, to look for different perspectives and try different ways. Life gives you the best of the lessons, from sacrifice to compromise, it gives you plenty of lessons, and a wise man will always take each of them seriously. Just as it said that practical learning is the best of all, similarly, no matter what theories you grab from the books, you get the most of it only through experience. Each day life teaches us something or the other. All we need is to grab it and inculcate that in our day-to-day lives Instead of allowing ourselves to be locked in the box society deems acceptable we have to be willing to go against the norm, and fight for what is in our hearts.

We should fight for our dreams to not only get to our dreams, but also to inspire others to think differently, and go for their dreams as well. Many times, you may feel down but remember that it’s not the ending. So many of us go through life, not seeing life for all that it is, and all that it can be. Without being able to go through life, learning from each step along the way, we will never be able to achieve the things we know in our hearts are possible for us to achieve.  Losers are the ones who refuse to stand up, not the ones who fall down repeatedly.

No matter how many times you find yourself lost or broken; all that matters is the time when you didn’t feel like starting things all over again. Learning is about enriching our minds, honing our skills, and changing the way we see the world and ourselves. It improves our behavior and the way we think by expanding and challenging our understanding.

Believe in yourself, take on your challenges and dig deep within yourself to conquer your fears. Never let anyone bring you down. You have to keep going. Learning is not restricted to a place or a deadline. It is a practice, a habit, a part of your daily routine and that’s what I am looking forward to do. I will surely apply these while leaning the new things during my professional and personal life.

“Education is what people do to you and learning is what you do for yourself”._Joi Ito

Why does learning never stop?

Self-growth is key to living a fulfilling life and having a successful career. One of the best things about life is that we never have to stop learning. … They all understand the fact that they have to continuously learn to be successful. For us to live life to the fullest, we must continually look for ways to improve.

We always need to grow more and more, get new ideas because “Old ways won’t open new doors”, we need to knock the new door to open it.

Leonardo da Vinci: 'Learning never exhausts the mind.'

Learning never exhausts the mind.

Leonardo da Vinci, a genius ahead of his time, once said, "Learning never exhausts the mind." This simple yet profound quote encapsulates the timeless pursuit of knowledge and its endless potential. It conveys the idea that learning is not a finite process bounded by time or limited by capacity; instead, it is a boundless adventure that enriches and invigorates the mind. The importance of this quote cannot be overstated, as it advocates for a lifelong commitment to learning and highlights the transformative power it holds for individuals and society as a whole.At first glance, da Vinci's quote may seem straightforward - emphasizing the idea that learning has no bounds. However, when we delve deeper and introduce an unexpected philosophical concept, a fascinating perspective emerges - the concept of the mind as a wellspring, an infinite reservoir of knowledge waiting to be tapped into.Think of the mind as a vast ocean, with its depths teeming with untapped potential. Just as the ocean is limitless, our minds possess immeasurable capacity for growth and learning. When we embrace this philosophy, we open ourselves up to a world of possibilities, recognizing that there is always more to discover, comprehend, and assimilate.In contrast, imagine the mindset of someone who believes that learning does exhaust the mind - that once they have acquired a certain level of knowledge, the process becomes tiresome or obsolete. This limited perspective puts an abrupt halt to intellectual growth, denying oneself the joy of exploring new territories and acquiring fresh insights. It is akin to enclosing the mind within the confines of a narrow container, hindering its potential for expansion and evolution.By adopting the belief that learning never exhausts the mind, we ignite a lifelong quest for knowledge. It becomes our driving force, fueling curiosity and fostering an insatiable thirst for understanding. Picture the mind as a rocket poised for eternal liftoff, forever propelled higher and farther into the vast expanse of the unknown.Leonardo da Vinci's quote prompts us to reflect on the transformative impact of continuous learning. It encourages us to break free from the limitations we impose on ourselves, opening our minds to a world of new thoughts, ideas, and perspectives. It reminds us that knowledge is a gift that keeps on giving, with the potential to shape our lives and the world around us.In a world that is constantly evolving, embracing da Vinci's philosophy becomes even more critical. Technological advancements and societal changes call for adaptability and versatility. By maintaining a mindset of lifelong learning, we equip ourselves with the tools necessary to navigate these shifting landscapes successfully.Additionally, the quote serves as a reminder that the process of learning is not solely confined to academic institutions. Education extends far beyond the classroom walls, into the realms of experience, discovery, and personal growth. The conscious decision to acknowledge that learning never exhausts the mind allows us to glean wisdom from all aspects of life - from conversations, encounters, nature, and even our own failures and successes.In conclusion, Leonardo da Vinci's quote "Learning never exhausts the mind" encapsulates the essence of intellectual growth and the perpetual thirst for knowledge. When we adopt this belief, we unlock the immense potential within our minds, embracing lifelong learning as a transformative force. By remaining open to new ideas, questioning established norms, and valuing continuous growth, we cultivate a life rich in curiosity, meaning, and personal development. So let us heed da Vinci's wisdom and embark on a lifelong journey of intellectual exploration, for learning truly knows no end.

Leonardo da Vinci: 'The greatest deception men suffer is from their own opinions.'

Muhammad: 'making money is a happiness. and that's a great incentive. making other people happy is a super-happiness.'.

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Importance of Lifelong Learning

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Published: Jun 13, 2024

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Economic competitiveness and career advancement, personal development and fulfillment, social and civic engagement, adapting to technological advancements.

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The Never-Ending Journey of Learning by Brenda

Brendaof Fountain Valley's entry into Varsity Tutor's September 2018 scholarship contest

The Never-Ending Journey of Learning by Brenda - September 2018 Scholarship Essay

Leonardo da Vinci once quoted, "Learning never exhausts the mind." As for me, that exact statement holds truth. At the moment, being seventeen years old has been a journey of learning and understanding new things, yet my journey will not stop right there. Twenty-five years from now, I will be forty-two and will be adult who will have many things to learn and experience. My journey of learning will continue no matter how many years have passed or how old I have become. In my life, learning has always been a passion that I have used as a part of growing. There is not a day, that I do not learn something either academically or about life, because for me everyday is a lesson that fills me with knowledge to become a better person. Learning is one of the main components to life, it is infinite because having the ability to learn will always be an option, it is only up to one to decide whether they will continue their journey or not. In my case, as twenty-five years pass, I will still continue to learn in order to be the best version of me. As of right now, I’m seeking a education in order to obtain a profession that I’m passionate for, to help me expand my knowledge. In choosing to go into the medical field, I know that my capacity of learning new things will only become stronger because in studying medicine there is no finale. Since in medicine there will always be new discoveries and new research to help save lives. Not only that, but growing up will bring me many lessons of failure. Knowing that I will encounter challenges in pursuing my goals, makes me reflect upon the fact that my learning experience will be an everlasting experience. It would be inevitable for me to stop learning because I will always be prompted to making decisions, and I know that as a human I’m not perfect, therefore I will make eventually makes mistakes which I will need to learn from. My education is important to me, it is an essential factor to my success. With this even after I retire from my profession, I know that I want to continue helping and learning about ways to make the world a better place. For instance, after the twenty-five years I want to create a non-profit organization that will give me the opportunity to assist the people who need the most help. In many ways, I want my mind to expand its capacity of learning, not only that but I do wish to pass on everything I have learned to younger individuals. In the process, I want to learn how to be a role model, by learning how to improve my leadership skills and communicative skills. Although, I am currently learning about how to be a leader, I know that there's is never too much to learn how to improve or develop new skills. Being seventeen and imaging how my life would be in continuing to learn helps me reflect in myself and how everything I will learn in the future will benefit me and others. I choose to not be close-minded but instead learn as much as possible to make a change. After all, my learning is a journey that does not have an ending, it will never exhaust me, and it will never fail me to teach me lessons that will help me succeed.

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Other than the inevitability of change, here are the reasons why Learning and Development is a never-ending process.

“Change is the law of life. And those who look only to the past or present are certain to miss the future,” said John F. Kennedy. 

Change is guaranteed, it is an inevitable fact of daily life. The recent pandemic has certainly opened our eyes to the drastic changes that are happening in the present and their future trajectories. As social and corporate interactions move online overnight, it is clear as day that the digital age is here to stay, which means that every single person needs to adapt and build skills that can thrive in a soon-to-be, digital world. This is exactly why having the skill to learn, unlearn, and relearn is imperative to acquiring new skills or knowledge. 

Other than the inevitability of change, this article aims to explore six other reasons for the never-ending process of learning and development.

Keep Up with the Times

No one possesses skills that won’t need upskilling or reskilling within the next ten years. In fact, almost 70% of all skills will become obsolete within 18 months, which means ongoing learning for current employees will be more than necessary to keep up with the latest job requirements. Not only that, add fresh or recent graduates into the mix and you’ve got yourself a tough competition within the job pool, which requires current employees to keep learning new skills to stay competitive with younger, fresher candidates. 

Employee Retention

According to LinkedIn’s 2019 Workforce Learning report ( source ), 94% of employees say that they would stay at a company longer if it invested in helping them learn, which means that the quality of learning and development is a determining factor in employees’ career decisions. Keeping a healthy employee retention rate is important due to the fact that a high turnover rate does have negative effects on the company’s hiring and training costs, and also existing employees’ morale, which could potentially impact the company’s profitability in the long run.

Maintain Cognitive Flexibility

As learning takes place on a frequent basis, learners’ brains are trained to receive, store, and implement new information. The more topics that have been learned will increase the capacity and inventory of the brain, which will make it easier to adapt to new situations. Cognitive flexibility is also linked to higher mental resilience when facing negative or difficult situations in life. With more usage, the brain is less susceptible to neurological diseases in older age, which counts as another health benefit of constant learning.

Maintain Pyschological Stability

Learning new skills that learners enjoy can help cultivate better self-esteem and self-efficacy. As the saying goes, “Knowledge is power.” Most of the time, learners will feel empowered and realise that they are able to improve themselves, which will increase their belief in their own abilities and boost their confidence levels. This is especially true in a corporate or professional setting, where learners are able to apply their newly acquired knowledge and possibly help them further their careers through praise, promotion, or bonuses. 

Opens Up New Possibilities

The broader the skills and knowledge pool, the more options learners will have when it comes to their future endeavours . According to LinkedIn’s 2021 Learning Workforce report ( source ), 82% of L&D professionals agree that engaged learners are more likely to find new roles in their organisation. No one is too important to start learning anything new, for example, a marketing manager may be the best in marketing and will keep updated on new innovations within their field, however, what if they start injecting elements of other fields that could potentially broaden the manager’s perspectives and increase their efficiency within the role? After all, job descriptions and career trajectories don’t always have to be linear. Learning helps keep all options open for pursuit if one chooses to.

Networking Opportunities

Not only does learning broaden learners’ horizons, but they are able to meet new people, gain different perspectives, and form networks all over the world. Networking has proven to be effective in building careers, with Fox Business claiming that networking contributes to around 70% of all job requirements. Statistically speaking, this means that the wider an employee’s network is, the higher probability that they will be able to move up in their careers.

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15 Quotes to Inspire You to Never Stop Learning

More than a decade of structured education gives us a blueprint to build a pretty good life. You’ve probably learned so many valuable things along the way to get where you’re at today.

But are you still learning?

Related: 22 Ways to Become a Relentless Learner

When you’re done with school and learning is no longer required, don’t let your curious spark die out. You already have an excellent foundation to build upon, so keep going. With this incredible groundwork, you can learn to master almost anything .

These 15 quotes are a true testament to the power of going beyond what you know. Never stop learning.

1. “The world is a university and everyone in it is a teacher. Make sure when you wake up in the morning, you go to school.” ― T. D. Jakes

2. “the whole purpose of education is to turn mirrors into windows.” ― sydney j. harris, 3. “you cannot help but learn more as you take the world into your hands. take it up reverently, for it is an old piece of clay, with millions of thumbprints on it.” ― john updike, 4. “there is divine beauty in learning…. to learn means to accept the postulate that life did not begin at my birth. others have been here before me , and i walk in their footsteps.” ― elie wiesel, 5. “ education is the passport to the future , for tomorrow belongs to those who prepare for it today.” ― malcolm x, 6. “curiosity is the wick in the candle of learning.” ― william arthur ward, 7. “ learning life’s lessons is not about making your life perfect, but about seeing life as it was meant to be.” ― elisabeth kubler-ross, 8. “it’s what you learn after you know it all that counts.” ― john wooden, 9. “no thief, however skillful, can rob one of knowledge, and that is why knowledge is the best and safest treasure to acquire.” ― l. frank baum, 10. “shall i tell you a secret of a true scholar it is this: every man i meet is my master in some point, and in that, i learn from him.” ― ralph waldo emerson, 11. “if a person will spend one hour a day on the same subject for five years, that person will be an expert on that subject.” ― earl nightingale, 12. “knowledge, like air, is vital to life. like air, no one should be denied it.” ― alan moore, 13. “education is the ability to listen to almost anything without losing your temper or self-confidence.” ― robert frost, 14. “knowledge is a weapon. i intend to be formidably armed.” ― terry goodkind, 15. “our job is obvious: we need to get out of the way, shine a light, and empower a new generation to teach itself and to go further and faster than any generation ever has.” ― seth godin.

Related: How to Start a New Discipline

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Why every school should care about inclusive education

Jayne Pletser, Curriculum Manager for inclusive education, and Kala Parasuram, Assessment access and Inclusion Manager at the IB, talk to Sophie-Marie Odum about how schools can help remove barriers to learning

“If you think you know what inclusion is, the next child who knocks on your door will challenge that belief,” says Jayne Pletser, Curriculum Manager for inclusive education. “Inclusion is about breaking down barriers to learning because if learning or access to learning is problematic, students may find themselves feeling excluded from the learning process or their peer group. Inclusion is about helping them move through this and affirm their identity in different ways – who they are and who they are proud to be.”

To help remove barriers during assessments, inclusive assessment arrangements (IAA) such as additional time, supports students during the assessment process. Sometimes the IB will receive unique requests, says Assessment access and Inclusion Manager Kala Parasuram: “We get questions such as: ‘What can we do with oral exams for a candidate who has social phobia?’ ‘Or how can we help a candidate who has autism when it comes to group interaction tasks?’

“We take these on an individual basis and arrive at what we call a reasonable adjustment. We do not change the assessment task or learning outcome, but suggest adjustments so the candidate can demonstrate their knowledge, skills and abilities.”

Inclusive education is a journey

To support schools on their inclusion journeys, the IB has published the ‘The IB guide to inclusive education: a resource for whole school development’.

Taking into account the IB Learner Profile and its importance in empowering students, and the IB Programme standards and practices, the guide is designed to facilitate inclusive school development by increasing awareness and knowledge, and provoking discussion through reflection and inquiry. Pletser says: “Up until now we were saying to schools: ‘we would like you to be inclusive’ and now we have a guide that helps schools think about what inclusion might look like”.

The guide consists of 43 statements, which reflect the ideals of inclusion. Each is accompanied by a series of reflective questions. It covers all elements where inclusion should be considered, such as a school’s philosophy, organization and curriculum.

Although the guide aims to support schools, it does not offer a set pathway to inclusion. This would be “wrong” says Pletser, as the development of inclusion cannot be removed from the context of the school and its student population. Parasuram adds: “We hope that the new guide will provoke discussions whereby each student is given the support that they need to fully access teaching and learning.”

“Schools hope we have the silver bullet for them to achieve inclusion, but we don’t,” says Pletser. “Instead, we hope the guide will get the whole IB community thinking about it. You might think you know what standard to choose, but when you start discussing it you may realize that it may not be right for your school, and want to look at a different standard. Inclusion is a journey; a never-ending process.”

Removing labels

A lack of resources or access to appropriate therapies are barriers to access and participation and strategic school development is necessary to overcome them. Schools may also be required to develop inclusion in line with local and national legislation. Pletser says: “The guide will help schools consider what next steps in their school development plan are necessary to increase access and participation.”

All students have different strengths and learning barriers can arise when the teaching and/or assessment is not geared towards enhancing these strengths and circumventing areas of unreasonable challenge. In schools where inclusion is embedded, students are taught which learning strategies will help them to achieve success. There is less focus on labels, which are not helpful, says Pletser: “They do not tell us about the individual student, their strengths or interests, but describe a whole range of issues that might have very little to do with their learning needs. Inclusion can only be successfully achieved in a culture of collaboration, mutual respect, support and problem solving.”

Parasuram adds: ‘’The IB supports students in the assessment process based on unique learning characteristics and requirements, rather than labels.”

Can schools be fully inclusive?

Inclusion is an ongoing process that will look different in every school, says Pletser. “We acknowledge and respect schools that are achieving inclusion in their own way, within their own legislations and within their allotted budgets. We don’t expect all schools to be fully inclusive, but we do expect them to begin their journey.”

“Attitudes can make or break the inclusive process,” adds Parasuram. “We hope The IB guide to inclusive education can facilitate positive attitudes to inclusion in the whole school community.”

Have you used ‘The IB guide to inclusive education: a resource for whole school development’? Tell us how it has helped change your approach to offering an inclusive education: email [email protected]

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Learning is a never-ending process, and a process is an event that leads to a specific outcome. Understanding will not be accomplished if challenges will cause the learning process to be delayed or stopped. A successful learning plan will resolve these challenges, resulting in learning that is personalized to the learner’s needs. The mismatch will grow as a result of the ineffective use of approaches, techniques, and tactics with the learners. Successful teaching and student learning can be achieved by recognizing the learner’s style and preferred learning modalities. Each student has his or her own learning style and preferences. Some people discover their dominant learning style, while others use various learning styles in different circumstances. It contradicts Kolb’s learning style theory which claims that people are born with a preference for a particular learning style. The study relied on Neil Fleming’s VARK model of learning. This model emphasizes that students have different “preferred learning modes,” or ways of processing information. The acronym VARK stands for Visual, Auditory, Reading/Writing Choice, and Kinesthetic learning styles. During the first semester of the Academic Year 2020-2021, this study sought to ascertain the various learning styles (visual, auditory, read/write, and kinesthetic) and preferred learning modalities of second-year college students. Via the use of “Google Forms,” the students completed a personalized questionnaire focused on Fleming’s VARK Learning Styles and preferred learning modalities. The results of the responses were downloaded in spreadsheet format from Google Forms. A total of 199 students served as respondents to the survey. The vast majority are “visual and read/write.” The self-learning package (hardcopy of modules) and the teachers’ PowerPoint presentations are the chosen learning modalities. Students’ learning styles and preferred learning modalities are closely linked, but there are no substantial differences when classified by sex and area or major of specialization. It is recommended that teachers use the Fleming learning styles instrument at the beginning of the class to gain a solid understanding of what to teach and how to treat their students in terms of pedagogies in order to keep students involved in the teaching and learning activities. Furthermore, since the pandemic is still widespread across the world, face-to-face communication is forbidden. Teachers and students must adapt to the New Normal’s demands, despite the fact that it comes with financial constraints. School administrators must provide the necessary equipment so that teachers can deliver quality instruction in an effective and efficient manner.

Learning Styles , Visual , Auditory , Read/Write , Kinesthetic , Learning Modalities

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1. Introduction

Teachers and students alike have been shocked by the potential impact on teaching and learning only a few months after the pandemic was announced. Digital and online delivery modes, mixed or versatile delivery modes, synchronous or asynchronous delivery modes, or a mixture of all these alternative delivery modes of teaching have largely replaced conventional face-to-face training. As a result of the college’s survey, the online interactive method of teaching and learning has been used from the start. The issues surfaced about a month after it was introduced. The students became aware of the financial costs associated with the holding of online or virtual classes, such as the need to purchase a laptop/desktop, or an Android phone that is WIFI compatible, as well as a good internet connection, in order to fulfill the requirements for virtual or online classes. Teachers are affected by the difficulties that students face. It’s also evident that the pandemic had an effect on teachers’ and students’ teaching and learning practices.

This research was carried out in the hopes of making an impact. It concentrated on identifying the Learning Styles and Preferred Learning Modalities of students in the New Normal. This was believed to respond to the students’ difficulties during the pandemic. Similarly, after the learning patterns have been established, teachers will have baseline data to use in planning the subjects that will be taught to them. Even if a pandemic occurs, the known subjects are the most important for students to understand. The teachers’ methods or techniques should also reflect the students’ learning styles and preferred learning modalities.

Generally, this study aimed to determine the different learning styles (visual, auditory, read/write, & kinesthetic) and second year college students’ preferred learning modalities during the first semester of the Academic Year 2020-2021.

Specifically, the following questions were answered:

1) How may the profile of the student-respondents be described in terms of:

b) Sex; and

c) field of specialization?

2) How may the learning styles of the students be described in terms of:

b) Auditory;

c) Reading/Writing; and

d) Kinesthetic?

3) How may the preferred modalities of the students be described in terms of:

a) Self-learning kit (hardcopy of the modules);

b) Online (virtual classes:

c) PowerPoint on the topics;

d) Self-learning kit (soft copy of the modules); and

e) video recordings on the topics?

4) Is there a significant difference in the learning styles of the student-respondents when grouped based on sex and field of specialization?

2. Literature and Methods

Learning is a continuous process, and a process is actions that lead to a result. In this situation, learning barriers can result in delay or stop the learning process. However, an effective learning strategy can overcome those barriers to create learning that suits the learner. One of those barriers is the mismatch in the teaching-learning approach. An inappropriate way of using methods, techniques, and strategies to the learners may lead to this barrier. Recognizing the learner’s style of learning can be lead to effective learning.

Every student has a learning style and learning preferences that are useful and helpful to them. Some find their dominant learning style, but others use different learning styles in other situations. In contrast to Kolb’s learning style theory, different people naturally prefer a specific single different learning style, meaning to say everyone has a unique learning style.

The teachers need to understand how their students learn, but they must understand their learning style. Teachers for many years found out that students are unique individuals; they have their preferred learning style that suits them in understanding the lesson better. Faculty should think that knowing the students learning style is the key to unlock the classroom with a teacher knowledgeable in making the class prepared and can match the student’s preferences with appropriate method and technique.

One of the things that educators should know in the learning process is to be aware that they are diverse individuals, especially in their learning styles. Almost all educators know that different learning styles exist; integrating this into a classroom has not been significant. Understanding these learning styles is one way of creating a classroom with the higher success of past students. Then faculty should understand these styles to create more appropriate instruction for the students. Student’s performance may relate to their learning preferences. The student’s success is partly dependent on the teacher’s understanding of their learning styles.

Student-centered is one of the approaches that create more stability between the teacher and student, each playing a role in the learning process. While the teachers still hold authority, they act more as facilitators, coach students, and assist them in their learning (Lathan, 2021) [1] . For this approach to become effective, the teachers should consider the students preferred learning styles. If students are aware of their learning styles, they will be able to cope with this approach with ease.

Both teaching and learning styles play an essential role in learning development and achievement. Thus, researchers have paid great attention to discovering the students’ learning styles, particularly under the New Normal.

The VARK model of students’ learning styles, developed by Neil Fleming, is commonly used by most researchers. VARK stands for Visual, Auditory, Reading/Writing Preference, and Kinesthetic. Students have different approaches to how they interpret information, which is referred to as “preferred learning modes” in the model.

Visual learning style prefers images, maps, and graphic organizers to access and understand new information.

Listening and speaking in seminars and group discussions help auditory learners understand new material. Students benefit from the use of mnemonic devices and use repetition as a study strategy.

Read and Write learning style learns best through words. These students may present themselves as copious note-takers or avid readers and translate abstract concepts into words and essays. The kinesthetic learners best understand information through a tactile representation of data. Cherry (2019) [2] mentioned that these students are hands-on learners and learn best by figuring things out by hand. This model identifies students learning styles, and allowing students to access the information they are comfortable with, will increase their academic confidence. The teacher gains a better perspective on implementing these learning styles into lesson plans and study techniques.

The main ideas of VARK are outlined in the book Learning Styles Again: VARKing up the right tree (Fleming and Baume, 2006) [3] ; behavior and learning have a significant influence on the students preferred learning styles, and the preferred learning modalities should be associated with appropriate learning strategies, and the information accessed through students’ use of their modality preferences shows an increase in their levels of comprehension, motivation, and metacognition.

Learning styles make an essential component of how the teacher will demonstrate the students’ knowledge to understand what is being taught easily (Busilaoco et al., 2014) [4] . In a study conducted by Rezaeinejad (2015) [5] on the Learning Styles and Its Relationship with Educational Achievement among Iranian High School Students, he found out that knowing the students’ learning style will help the teacher deliver the lesson that students can cope easily, make diverse teaching strategies, and lead to their educational achievement.

These studies are supported by the first distinctive feature and guiding principle of the Philippines’ DepEd K to 12 Basic Education Program (2012) [6] . The learner is the very reason for the entire curriculum system. Its primary emphasis is on the learner’s holistic learning and growth. An instructor provides an environment in which the learner enjoys learning, participates in meaningful learning activities, and achieves success because he or she is valued, embraced, and feels secure, even if he or she makes mistakes during his or her learning exploration. He/she is empowered to make choices to become responsible for his/her learning in the classroom and for a lifetime.

A group of psychologists stated that there is no adequate evidence-based to justify incorporating learning style assessments into general educational practice. Thus, limited education resources would be devoted to adopting other educational practices with a robust evidence-based increase in numbers. According to Rohrer and Pashler (2012) [7] , given the scarcity of methodologically sound studies of learning styles, assuming that all potential learning styles have been studied may be a mistake. More research into the use of learning style tests in teaching may be necessary in some situations, but it must be done properly.

Jun Sun (2009) [8] stated in an article Learning and Individual Differences, attitude formation in human learning affected individual learners’ experiences with various learning objects in particular learning contexts. It hypothesizes that the learner’s object-related perceptions, personality traits, and situational perceptions may have different relationships with the general attitudes towards the learning objects and the specific attitude. Further, Hatami (2012) [9] described learning style as not in itself ability but rather a preferred way of using one’s abilities. According to Sternberg and Grigorenko [10] , there are three main motivations or interests in studying styles; understanding, anticipating, and enhancing educational achievement; and improving vocational selection, instruction, and potential placement. Individuals have different learning styles. That is, they differ in their “natural, habitual, and preferred way of absorbing, processing, and retaining new information and skills” (Reid, 1995) [11] . Besides, the study results suggested that there are substantial differences in learning between Australia and China. As a result, when structuring course offerings for students in China, program managers must consider these disparities (Heffernan, et al. 2010) [12] .

Methodology

The quantitative and qualitative methods to solicit the responses of the respondents were used.

Fellows and Liu (2008) [13] said that quantitative research methods are usually adopted because they are scientific methods and provide immediate results. Another reason behind selecting this approach is that it is more efficient, can test hypotheses, and always targets clarifying features, matter them, and build statistical models to describe what is discovered during research. According to Matthews & Ross (2010) [14] , quantitative research methods are fundamentally put on collecting data set up, and that could be displayed numerically. Generally, quantitative data is accumulated when a researcher has followed the positivist epistemological way and data are collected that may be scientifically analyzed.

In this study, the learning styles and the preferred learning modalities were treated quantitatively. The students were asked to accomplish the 16 sets of questions for their learning styles using Flemings VARK, which was customized and subjected to validation. There were four questions for each of the four types of learning styles, which are numbered from one to 16. The questions were ramdomly positioned. For each question, the four learning types were represented. It was tallied using frequency counts, tabulated, interpreted and analyzed. The data on the learning styles and preferred learning modalities were collected through Google Forms.

Since the pandemic is ongoing, purposive sampling was used. There were seven sections of the second year college students, which totaled 199. According to Lee (2011) [15] , purposive sampling is an acceptable kind of sampling for special situations. It uses the judgment of an expert in selecting cases or it selects cases with a specific purpose in mind. Purposive sampling is used most often when a difficult-to-reach population needs to be measured.

The link was provided to all identified second year students during the first semester of the Academic Year 2020-2021. Thirty days (November 16 to December 15) were given to them to submit their responses. The 199 chosen students accomplished and submitted their responses via Google Forms. They are those with strong internet connectivity, have gadgets or android phones, which are WiFi ready, and financially capable.

A test of difference using Chi-square was used to determine if there is significant difference between the learning styles when grouped based on sex and their preferred learning modalities.

The qualitative analysis, a non-numerical data collection approach focused on empirical observation was also used to analyze the relationship of the learning styles and the preferred learning modalities, particularly on the profile variables on sex, and field/major of specialization.

Qualitative research is mainly found in disciplines where the target is on reason and information such as sociology, interpersonal anthropology, and psychology rather than on predictions (Hakim 2000) [16] . This is appropriately applicable because it is pandemic time. Bryman and Bell (2007) [17] explained that qualitative research is a study strategy that implies the relationship between theory and research and usually emphasizes how theories were made. Qualitative research is inductivist, constructionist, and interpretivist, but qualitative researchers always don’t subscribe to all three of these methods.

3. Results and Discussions

The following tables show the survey results regarding the learning styles and the College of Education’s second-year students’ preferred learning modalities at the Nueva Ecija University of Science and Technology. This part includes the profile of the students, the learning styles, and the preferred learning modalities.

3.1. Profile of the Students

This portion includes the age, sex, and field of specialization of the students presented in Table 1 and Table 2 .

The students’ AGE and SEX profiles are shown in Table 1. It is shown from the Table that the age distribution of students varies. The majority of students are females with 175 (87.44%), 19 years old, comprising 50.75% of the total respondents. It is followed by 69 (34.67%) students whose age is 20; 18 (9.05) of them are 21 years old; four (2.01%) of the students are 18 years old, and there is one (0.50%) who is 35. There are 24 (12.56%) male respondents.

The majority of the respondents are females between the ages of 19 and 20. According to the results, the age distribution of the students differs. In terms of learning, age is not a factor. It is often proposed that a person’s career may be pursued regardless of his or her age as in the case of the 35-year-old who keeps going to school.

Table 1 . Age and sex of the students.

Table 2 . Field of specialization of the students.

Table 2 presents the field of specialization of the students. It is reflected on the Table, the Technology and Livelihood Education program/major dominates the group of respondents with 79 (39.70%), closely followed by Industrial Education program/major with 62 (31.16%), the English major with 31 (15.58%), and the General Science major with 27 (13.57%).

According to the findings, the Bachelor of Technology and Livelihood Education and the Bachelor of Industrial Education are the most common program/major choices among second-year students. This is supported by the college’s Guidance and Testing office, which reclassified the students based on their preferences or inclinations in the particular program. Furthermore, the Commission on Higher Education (CHED) sets a cap on the number of non-priority courses or programs offered in an educational institution. The university instructed the college to reduce the number of blocks or parts to comply with specific mandates. As a result, only two blocks have been created for Industrial and Technology Education.

This result also suggests that, even though the curriculum seemed to be geared toward male students, female students dominate industrial, technology, livelihood education, and secondary education. Furthermore, when choosing a course or class, students choose the program or course they believe will lead to a potential job.

3.2. The Learning Styles of the Students

The Learning Styles of the students are reflected in Table 3. It is shown in the Table that the majority of the students are “visual” with 105 (52.76%); the auditory students are 36 (18.09%); 35 (17.59%) are kinesthetic, and there are 23 (11.56%) who are read/write.

The study’s findings revealed that the students’ group is “visual”, and the rest are distributed to the other three learning styles. Felder & Solomon (2007) [18] explained that visual learners remember best what they see pictures, diagrams, flow charts, timelines, films, and demonstrations. They tend to find diagrams, sketches, schematics, photographs, flow charts, or any other visual representation of course material that is primarily verbal very useful to learn. They use concept maps listing key points, enclosing them in boxes or circles, drawing lines between concepts to show connections. The color code notes with a highlighter so that everything relating to one topic is the same color.

Table 3 . Learning styles of the students.

“Each child possessed unique talents and skills,” Aristotle said, noting that young children differed from one another. Carl Jung, an observational psychologist, developed a psychological type theory, which is one of the first learning style theories (Cherry, 2019) [2] . Various learning styles were evaluated and identified by Jung. Reflective versus impulsive learning styles, for example, or random versus sequential learning styles, are bipolar individuals that embody two broad-spectrum extremes. On the other hand, a learner who falls on the spectrum is value-neutral since each height has advantages and disadvantages (Dӧrnyei, 2005) [19] .

In a research titled Learning Styles and Students’ Achievement in Science, what is being taught has less impact on learners’ achievement than the way materials are presented. In other words, learning styles make an essential component of how the teacher will demonstrate the knowledge for the students to understand what is being taught easily. (Busilaoco et al., 2014) [4] . In another study, Rezaeinejad (2015) [5] evaluated the Learning Styles and Its Relationship with Educational Achievement among Iranian High School Students. He found out that knowing the students’ learning style will help the teacher deliver the lesson that students can cope easily, make diverse teaching strategies, and lead to their educational achievement.

Teachers must cater to the needs of visual students by creating appropriate instructional materials, as they learn best when they can see what they are studying. The teacher’s teaching strategies and approaches must be compatible with the learning styles of the students. At the beginning of each class, a learning style diagnosis must be given. Since the pandemic is still ongoing, changes to the syllabus should focus only on the most critical learning competencies while maintaining the highest possible quality of content delivery.

3.3. Preferred Learning Modalities of the Student-Respondents

The students’ preferred learning modalities are shown in Table 4 . The self-learning kit (hardcopy of the modules) earned the highest percentage, 66.67 percent, and was ranked first. Video recordings on the topics come in second with 42.71 percent, followed by the self-learning kit (soft copy of the modules) in third place (35.18 percent), online (virtual classes) in fourth place (30.65 percent), and PowerPoint on the topics in fifth place (12.56 percent) among the students’ preferred modalities.

Table 4 . Preferred learning modalities of the student-respondents.

The results are intriguing because most students chose the hardcopy of the modules amid the pandemic. It is suggested that they will be able to learn at their speed and in their own time with the modules provided by their respective teachers. Some of them are auditory. They are more likely to avoid participating in virtual/online classes due to their lack of access to the requisite technology, such as a laptop/desktop, smartphone, or Android phone.

The students’ preferred learning modalities and their learning styles have been discovered to have a close connection. Since most students have reported multiple responses in their preferred learning modalities, the association between learning styles and preferred learning modalities was not statistically evaluated.

The Department of Education Secretary, Leonor Briones said that 8.8 million parents preferred printed modules, followed by blended learning, which is a combination of learning by modules, online classes, television, and radio (3.9 million parents), online learning (3.8 million), and educational television (1.4 million parents) (500,000 parents) in a report as cited by Bonz Magsambol dated July 30, 2020 [20] .

3.4. Significant Difference in the Student Respondents Learning Styles when Grouped Based on Sex and Field of Specialization

Table 5 presents the difference between the students’ learning styles when grouped based on sex.

The chi-square was used to test the difference between the students’ learning styles when grouped based on sex and field of specialization.

With the computed p-value = 0.06, the students’ learning styles when grouped based on sex have no significant difference. The students’ sex profile does not have a substantial difference with their learning styles. Males and females alike, when their learning styles were determined, yield no significant difference. There are attribution factors or reasons why there is no significant difference between these variables: first, the pandemic situation where the students tend to group themselves according to their being adjacent. Second, the students’ modular approach of learning led the way for such groupings; and lastly, learning styles that vary from student to student did not surface in the present study.

Table 5 . Test of difference between the learning styles of the students, when grouped based on sex.

Whereas, in the study of Dobson (2010) [21] , comparison between learning style preferences and sex, status, and course performance, the students were asked to select the single sensory modality they felt they preferred to use when internalizing information in the course. According to the findings, sensory modality preferences were related to both sex and course scores significantly. Those who chose the K modality, for example, scored considerably lower than those who chose the other three.

Table 6 shows the differences in learning styles among students when they are grouped by field of specialization.

With 104 students, the Table shows that the students’ learning styles fall into the “visual” group. Due to the pandemic, they preferred to be visual, majoring in Science, English, Industrial, or Livelihood Education. They are afraid of contracting COVID-19 through physical interaction with their teachers. Furthermore, most students’ financial circumstances may explain why they choose the FREE self-learning kit (hardcopy of the modules) prepared by their teachers.

With the computed p-value = 0.464, the students’ learning styles, when grouped based on field of specialization, have no significant difference.

This result suggests that the students’ learning styles are unaffected by their chosen field of study. Furthermore, the findings can be interpreted based on the different learning styles of the students. For example, English majors place a greater emphasis on “visual” than one would think. They should have been in the categories of “read/write” or “auditory.” It also applies to other areas (General Science, Industrial Education, & Technology Education). They revealed themselves to be “visual” students. As a result, with a calculated p-value of 0.464, the test of the disparity between the students’ learning styles and their area of specialization is rejected.

4. Conclusions and Recommendations

4.1. Conclusions

Most of the respondents are females and are 19 years old. Their program/major preference is the Bachelor of Technology and Livelihood Education and the Bachelor of Industrial Education. Though the program seemed to be for male students, female students dominate industrial education, technology and livelihood education, and secondary education.

Table 6 . Learning styles of the students when grouped based on field of specialization.

The majority of the students are “visual,” with remaining three learning styles distributed evenly. Amid the pandemic, the majority of students chose the hardcopy of the modules. Through their respective teachers’ modules, they will learn at their speed and on their own time. They are also kinesthetic, auditory, and read/write.

The learning styles and the preferred learning modalities were not statistically tested. However, there is a strong relationship between the learning styles and the students’ preferred learning modalities, as revealed in the results. Most students have indicated multiple responses in their preferred learning modalities. Hence, it is far beyond to compare the two variables.

The students’ learning styles, when grouped based on sex, have no significant difference. The students’ sex profile does not have a substantial difference with their learning styles. Males and females alike, when their learning styles were determined, yield no significant difference. Several reasons contributed to this; first, the pandemic situation where the students tend to group themselves according to their being adjacent. Second, the students’ modular approach of learning led the way for such groupings; and lastly, learning styles that vary from student to student did not surface in the present study.

Further, the students’ field of specialization or major has no significant difference with their learning styles. The results can also be interpreted based on the variations in the students’ learning styles. The English majors are more on “visual” than expected. They should have been into the “read/write” or “auditory” categories. It is also true to other fields (General Science, Industrial Education, & Technology Education). They came out to be “visual” students.

Although the students preferred one thing in common: the self-learning kit (hardcopy of the modules) prepared by their teachers which ranked first, the test of correlation was not established with their learning styles due to the students’ multiple responses in identifying other preferred learning modalities. Such selection may also be due to the students’ financial situation because some of their parents have lost their jobs during the pandemic. Emerging issues might surface when the situation restores to the normal condition, i.e. testing the correlation of the students’ profiles with their learning styles and preferred learning modalities.

4.2. Recommendations

The administration of a diagnosis of the learning styles and preferred learning modalities should be done at each class’s opening. In this case, the teachers are guided with the baseline information they have of their students.

Teachers must cater to visual students’ needs by creating suitable instructional materials since learning is best attained when they see what they are studying.

Other learning styles must also be addressed. The auditory, read/write, and kinesthetic students must also be given due importance. The teachers also need to have a variety of activities to respond to their students’ specific needs. There should be equity and equality in attending to the interests, conditions, and level of abilities, particularly in this time of the pandemic.

There must be an alignment of the teacher’s teaching strategies/approaches with the students’ learning styles and preferred learning modalities.

There must be adjustments in selecting the topics incorporated in the syllabus or the teachers’ academic plans; approved by the academic heads. The contents or topics should cover the essential learning competencies without sacrificing the content’s quality of instructional delivery.

Since the pandemic situation is not yet over, asynchronous and synchronous approaches can still be used. In online learning, asynchronous learning is a student-centered teaching approach that is widely used. Its basic principle is that learning should occur at various times and places for each learner, as opposed to synchronous learning, which takes place at the same time and place for groups of learners or one learner and their teacher. Instructors usually set up a learning roadmap for students to follow at their own pace in asynchronous learning. Some examples of this method are creating online content with pre-recorded videos, PowerPoint presentations, a quiz, or an examination via Google Forms. Synchronous learning is any form of learning in which the learner(s) and instructor(s) meet an agreed time and place to facilitate learning. This approach involves in-person classes as well as live online meetings with the entire class or smaller groups. Students usually go along the learning path together in synchronous learning, assisted by a teacher who can encourage students to perform assignments and activities. The majority of online learning occurs asynchronously, with synchronous learning occurring only when there is a real need for live discussion or interaction or a strategy to foster community among students.

Conflicts of Interest

The author declares no conflicts of interest regarding the publication of this paper.

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International Journal of Research (IJR)

IJR Journal is Multidisciplinary, high impact and indexed journal for research publication. IJR is a monthly journal for research publication.

“NEVER STOP LEARNING BECAUSE LIFE WILL NEVER STOP TEACHING”

“Life is like riding a bicycle. To keep your balance you must keep moving” – Albert Einstein

It is rightly said never stop learning….because life is the teacher which gives you the opportunity to learn new things each and every day. It motivates you to learn and defeat the challenges which we come across. The greatest teacher you could ever have is your life. Knowledge can come from anywhere and everywhere.

Life gives you the best lessons from sacrifice to compromise, and a wise man will always take each of them seriously. All we need is to grab it and inculcate that in our day-to-day lives. Many times, you may feel down but remember that it’s not the ending. Failures will force you to loosen down but Losers are the ones who refuse to stand up, not the ones who fall down repeatedly.

No matter how many times you find yourself lost or broken; all that matters is the time when you didn’t feel like starting things all over again. One must always hold an attitude to continue learning new things. Learning is a never-ending journey. From birth till death , we are in continuous cycle of learning new things. It is a necessary part of our life.By observing new things and experiencing it in our lives, our sight of perspective broadens and changes the way we see the world. It improves our behavior and the way we think by expanding and challenging our understanding. We get to know a lot of things and these things become our memories which are lessons to the life. These memories could be good or bad, that doesn’t mean bad memories are to neglected. Each and every memory gives you a lesson to learn something new experiences. Our education system teaches a lot, but that is relevant fir bookish knowledge. Life teaches you the lesson to live .

“The past can hurt. But the way I see it, you can either run from it, or learn from it” – Walt Disney

Never think that you know so much that doesn’t mean the end of your learning procedure. No one is prefect in knowledge Each one of us learn step by step through life. It is a continuous and when life teaches you something, be an optimist to learn it as quickly as possible. Life will keep on teaching you every moment of the day, and a real hero is the one who remains open to changes or take lessons from every incident that takes place in his or her life. Learning is about enriching our minds. Learning new things represents the growth mindset. To be good learner you should be able practice focused hinking modes of brain. Focused thinking is when you concentrating on something that you try to learn. There is no age or limit to which we can learn, whenever you want to know new things explore it. It only depends on the will to learn. Try to innovate new things in your life. Stay Positive Stay Learning…..!!!!!!

“The world is a university and everyone in it is a teacher. Make sure when you wake up in the morning, you go to school.” ―T. D. Jakes

Never stop dreaming, never stop believing, never give up, never stop trying, and never stop learning – Roy T. Bennett

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Learning Styles and Preferred Learning Modalities in the New Normal

2021, OPEN ACCESS LIBRARY JOURNAL

Learning is a never-ending process, and a process is an event that leads to a specific outcome. Understanding will not be accomplished if challenges will cause the learning process to be delayed or stopped. A successful learning plan will resolve these challenges, resulting in learning that is personalized to the learner’s needs. The mismatch will grow as a result of the ineffective use of approaches, techniques, and tactics with the learners. Successful teaching and student learning can be achieved by recognizing the learner’s style and preferred learning modalities. Each student has his or her own learning style and preferences. Some people discover their dominant learning style, while others use various learning styles in different circumstances. It contradicts Kolb’s learning style theory which claims that people are born with a preference for a particular learning style. The study relied on Neil Fleming’s VARK model of learning. This model emphasizes that students have differen...

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Accessible overview of why the notion of fixed 'learning styles' is not supported by good scientific research.

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Learning styles attempt to describe individual differences among students by identifying students’ preferences in how they learn, and adapting their learning to accommodate that style. Since their inception, learning styles have gained mass popularity among teachers, researchers, and the public. Numerous assessments and self-help books are available to discover one’s individual learning style. Learning styles, however, have been heavily criticized by researchers who contend that learning styles lack evidence supporting their effectiveness and possess unreliable diagnostic tools. I posit that the case against learning styles is not limited to those two claims; in addition, that learning styles outcomes can be associated with confounding factors, and that learning styles may lead to ineffective teaching practices that negatively affect students and teachers. Through evidence-based practices, we can move forward from learning styles and create learning environments that have a greater ...

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It has long been established that students have a variety of learning styles. Clearly explain the ways through which an effective teacher caters for the learning styles of his/her students. " Every child has a different learning style and pace. Each child is unique, not only capable of learning but also capable of succeeding. " quoted by Robert John Meehan. The purpose of education is to aid each student to achieve widespread development according to his/ her own qualities. To attain this, students should be afforded with suitable assistance and guidance in sync with their abilities and learning prerequisites, so that they can cultivate their fullest potential. According to Salvin (2012), learning can be defined as a relative change in behaviour brought about by experience whereas other theorists have outlined that learning in an acquisition of skills and knowledge through a particular experience. A learning style is a certain way that the mind receives and processes new information. To further develop, it outlines that each learner has distinct and consistent preferred ways of perception, organization and retention.

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