Learning Styles: Dunn and Dunn Model

The model emerged out of 30 years of work that included a review of over 80 years of research on how children learn differently, by Professors Rita and Kenneth Dunn in the 1970s - an outcome initiated by the New York State Department of Education. In the classroom both observed distinct differences in the way learners responded to their instructional materials; some liked to learn alone and others with a teacher, resulting in the hypothesis that learning achievements were heavily influenced by relatively fixed characteristics, and that elements environmental, emotional, sociological, and physical contributed to the learning environment, and approaches individuals took when learning.

Motivated to raising awareness that students learn in different ways, both Rita and Kenneth Dunn believed instructors needed to provide multiple strategies to address all the learning styles of their students and maximise teaching materials for more efficient learning.

Refinement with the Dunn Learning Style model has been an on-going process based on extensive field work and studious research; further elements have been added of a cognitive nature and hemispheric preference. Subsequently, researchers at more than 130 institutions of Higher Education have participated in international research on the Dunn and Dunn Model and published more than 830 studies.

The Model

The five strands and elements:

1. Environmental

• Where do learners prefer to learn – in a cool and quiet place, or warm and noisy?

2. Emotional

• Does the learner need motivational support to learn effectively?
• Will the learner continue to follow-through a learning task?
• Can the learner assume individual responsibility for their learning?
• Does the learner need structure?

3. Sociological

• Does the learner work better alone, or with a colleague, or team, or in a variety of ways, or in a routine pattern?
• How much guidance does the learner need from the instructor?

4. Physiological

• When and how does the learner physically engage most in learning?
• Is the learner Visual, Auditory or Kinesthetic (VAK)?

5. Psychological

• How does the learner process and respond to information and ideas?

Guide for Instructors

• The learning environment (real or virtual) should be divided into partitioned areas with different climates and infrastructure that embraces attention to lighting (low or bright), temperature (cool or warm), seating arrangements (informal or formal), sound (quiet or with background sound).
• Allow students choice in how to learn - alone, with peers or with an instructor.
• Vary teaching techniques based on different learning configurations: for Visual, Auditory and Kinaesthetic approaches see VAK Click4it.
• Challenge individuals at their functional ability or slightly above that level.
• Facilitate learning activities for:
  • Self-starter learners who can monitor and pace themselves to the finish: provide long-term projects, self-designed objectives, procedures, and evaluations.
  • Learners in need of frequent support, devise short uncomplicated assignment tasks that need monitoring frequently, and provide regular positive feedback. Short assignments could gradually be increased in length/scope as tasks are successfully completed.
• Use clearly stated objectives in simple form, and be precise about every aspect of each task.
• Stagger the introduction of new material - if in the classroom, then across the day; Online learning, then across each unit.
• Encourage peer relationships with persistent learners.
• Review work at regular intervals and feedback

Distance Learning and Learning Styles

• For some learners, the unique characteristics of distance learning tools facilitate better instruction than educational tools generally used in a traditional learning environment, and with continuing technological advances in social media tools and virtual spaces, online learning is rapidly gaining ground.