Royaume du Maroc

Ministère de l’Enseignement
Supérieur de la Recherche
Scientifique et de l’Innovation

New Generation BA Program

CHAPTER 2: Learning Styles

UNIVERSITY
INTRODUCTION

Dear students,

During your academic journey, you have undoubtedly found yourself in situations where you absorbed certain
knowledge more easily than others. It is highly likely that this is linked to your learning style. In reality, each student
possesses multiple personality profiles that combine uniquely with a tendency to favor their dominant trait.
Discovering your profiles will help you find answers to the questions you've had for a long time about your learning.

In this chapter, we will explore two important elements to improve your effectiveness in learning: learning styles
and time and stress management.

Define your learning style.

Discover the characteristics of sensory registers.

Plan and organize your university work, both in person and remotely.

LEARNING STYLE

Let's start by understanding learning styles.

"Learning style is how each learner begins to focus on new and challenging information, processes it, and retains
it."

Each individual has a unique learning style that promotes the assimilation and retention of received information.
The concept of learning styles leads us to understand that everyone learns in their own way. This means that each
individual has their own method for understanding and memorizing new knowledge, emphasizing the importance
of learning style in the learning process. Learning style can have a significant impact on learning outcomes because
it influences how a person perceives and absorbs information. By determining your learning style, you will increase
your engagement and chances of success.

Learning styles can be influenced by various factors such as personality, past experiences, and individual
preferences. During the learning process, we use different sensory channels to filter information, known as the
neurological filter, also referred to as VAKOG due to the inclusion of the visual, auditory, kinesthetic, olfactory,
and gustatory sensory registers.
Filters and Sensory Registers

Learning styles can be influenced by various factors such as personality, previous experiences, and individual
preferences. During the learning process, we use different sensory channels to filter information, known as the
neurological filter, also referred to as VAKOG due to the inclusion of the visual, auditory, kinesthetic, olfactory,
and gustatory sensory registers.

According to the most common current conception, learning style is defined by the sensory preference for receiving
information, either visual, auditory, or kinesthetic. It is worth noting that this conception does not take into account
learners with olfactory or gustatory preferences.

VISUAL

This register uses sight to perceive information. If you are a visual learner, it is recommended to use visual aids
such as graphics, images, or videos to facilitate understanding. It can also be helpful to take notes in the form of
"mind maps" or diagrams to better organize information.

AUDITORY

This register uses hearing to perceive information. For those who learn best audibly, it is recommended to listen to
audio recordings such as podcasts or audiobooks. It can also be useful to repeat information out loud or engage in
group discussions to better grasp concepts.

KINESTHETIC

This type of sensory modality relies on tactile sensation and movement to process information. For those who learn
best kinesthetically, it is recommended to move during learning, such as drawing or writing by hand. It is also
advisable to manipulate tangible objects or conduct experiments to better understand concepts.

INTERACTIVE ACTIVITY

It is now evident that each student has a preferred sensory register for learning. Here we have three students (Ahmed,
Karim, and Nawal). The goal is to match each situation to a student, taking into account their learning style.

Try to drag each situation to the appropriate area!

It is essential to understand that individuals have different learning styles, but it is equally important to note that
most learners do not limit themselves to just one learning style. In fact, learners can use different combinations of
styles depending on the learning situation. For example, a learner may prefer visual learning when it comes to
memorizing numerical data but prefer kinesthetic learning when acquiring a new practical skill.

DISCOVERING YOUR LEARNING STYLE

It is important to note that discovering your preferred learning style is an important process that can help you
optimize your own learning. By identifying your preferred learning style, you can determine the best way for you
to learn and thus improve your understanding and retention of information.

It is also important to understand that others may have different learning styles from yours, which means they may
learn and problem-solve differently. By understanding different learning styles, you can appreciate the diversity of
approaches and find ways to collaborate effectively with others.

The diversity of styles does not mean that some styles are better than others. The essential thing is to find what
works best for you and use this knowledge to enhance your learning.

PERCEPTION OF TIME AND PROCRASTINATION

Let's now move on to the second part of this chapter. In this section, we will address the concept of time
management.

First and foremost, it's important to understand that the perception of time is subjective for individuals. This
perception is influenced by various factors, such as one's environment, upbringing, habits, and work pace. As a
result, how we assess time can be erroneous, particularly due to behaviors like procrastination, which hinder
effective time management. Procrastination involves postponing a task, believing it will be easier or less demanding
to complete later. Practically everyone has likely procrastinated at least once in their life.

It's worth noting that procrastination is not a genetically inherited behavior and can be replaced by more productive
habits. If procrastination takes up too much space in our lives, it can impede the achievement of your goals.

PROCRASTINATION

Let's now address procrastination, distinguishing between two main forms: duty-based procrastination and want-
based procrastination.
DUTY-BASED PROCRASTINATION

Duty-based procrastination refers to postponing the execution of important tasks. This habit can be caused by
various factors such as a lack of motivation, fear of failure, task difficulty, or simply the habit of putting things off.

Duty-based procrastination can lead to negative consequences such as lower grades, delays, high levels of stress,
or repercussions on academic progress and relationships with teachers and peers.

PROCRASTINATION BASED ON DESIRE

Procrastination based on desire refers to delaying the completion of important tasks in favor of more enjoyable
activities, which can have negative repercussions on motivation and involvement in essential projects. This
phenomenon is common among students who face numerous sources of distraction, especially social media and
video platforms, easily accessible from their work tools such as computers, mobile phones, and tablets.

So, the question that arises is: how to combine the useful with the enjoyable?

To answer this question, it is necessary to categorize time into three categories:

Creative time: the time that allows you to generate added value.

Necessary time: the time required to complete tasks in response to the question, "how long will it take?"

Wasted time: the time that is lost inadvertently, out of habit, or due to negligence.

The guiding principle could be formulated as follows: eliminate wasted time, reduce necessary time, and increase
creative time. This will improve your well-being, earn you respect in society, and achieve satisfying results in your
personal, academic, and professional life.

TIME PLANNING

It is now evident that your academic success relies on your ability to effectively manage your time to keep up with
your classes, activities, and daily commitments. To achieve this, you need to follow three essential steps: first,
assess the expectations of your academic environment, determine your priorities, and organize your work
sequentially.
ASSESS EXPECTATIONS

To assess the expectations of your academic environment, you must understand the standards and expectations of
the university itself, including attendance requirements, assignment deadlines, and institutional policies. Teachers
may have specific expectations for class participation, work quality, and involvement in research projects. It's also
important to consider the expectations of other students regarding collaboration, engagement in extracurricular
activities, and social interaction. By understanding these expectations, you can better integrate into the academic
community.

PRIORITIZE TASKS

To organize effectively, it's important to select tasks to be performed based on their level of priority. Using the
Eisenhower matrix, a popular and effective time management tool worldwide, can assist you in this process. This
matrix allows you to categorize tasks based on their level of urgency and importance using two distinct axes. Urgent
tasks require immediate attention because they have a specific or supposed deadline, while important tasks have a
significant impact on your long-term goals.

Quadrant 1: Urgent and important tasks

Quadrant 2: Important but not urgent tasks

Quadrant 4: Neither important nor urgent tasks

SEQUENCE WORK

Whether it's in-person or remote work, it's crucial to identify the different tasks to be done. This skill is called
sequencing. The Pomodoro technique is a time management solution developed by Francesco Cirillo in the 1980s.
It involves dividing the day into timed work intervals. Simple to implement but highly effective in terms of
productivity, the basic structure of the Pomodoro technique is as follows:

Choose a goal or task to accomplish from your to-do list.

Set your Pomodoro timer.

Work for the defined duration.

When the timer rings, mark that work interval as completed.

After each session, take a 5-minute break.

After the fourth session, take a longer break of 15 to 30 minutes.

Reset your timer to zero and repeat the process.

The Pomodoro technique can be adapted for personalized time management, including group work, which can
improve productivity and help achieve set goals.

TIME AND STRESS

In addition to the need to reassess your perception of time and streamline procrastination, it is essential to interpret
your own feelings accurately. This involves a comprehensive understanding of the various forms of stress that can
manifest during task execution based on the circumstances encountered.

Stress is a natural response to situations perceived as threatening or challenging. However, it can manifest in
different ways and have different effects on performance and well-being.

DIFFERENT FORMS OF STRESS

Now, let's examine the different forms of stress an individual can face. There are three types of stress: productive
stress, unproductive stress, and paralyzing stress. To learn more about each type, simply click on them!
PRODUCTIVE STRESS

Productive stress is a state of tension that motivates a person to be more productive and perform better at work.
This can occur when a person has a deadline to meet or faces a significant challenge. Productive stress can help a
person stay focused and make decisions more quickly.

UNPRODUCTIVE STRESS

Unproductive stress can have negative effects on individuals' performance and mental health. It can be caused by
highly stressful work situations, such as an excessive workload, impossible deadlines, poor communication, or a
lack of support. Unproductive stress can lead to reduced motivation, decreased productivity and creativity, and
health problems such as anxiety and depression.

PARALYZING STRESS

Paralyzing stress is such high tension that it can render a person unable to act or make decisions. This can occur
when work demands are too high or when a person feels overwhelmed by events. Paralyzing stress can result in an
inability to concentrate, difficulty in decision-making, sleep disturbances, or mental fatigue.

CONCLUSION

Dear students,

We have now reached the end of this chapter:

Regarding learning styles, understanding your own learning style is important for improving your academic
performance. Learning styles have different preferences for study methods and information processing. It is
important to understand these preferences to choose effective study strategies that work for you.

Regarding time management, effective planning of your study time can ensure that you have enough time to focus
on your academic priorities while balancing other responsibilities and activities. Strategies such as scheduling, task
prioritization, and eliminating distractions can help you manage your time effectively.

Ultimately, developing skills in learning styles and time management can help you become a more effective student
and succeed in your academic studies. Please note that you can download the content of this chapter in PDF format
by clicking the button or accessing the "Resources" section.

Now, I invite you to take a quiz to check your understanding of the knowledge covered in this chapter. See you
soon!