An examination of the relationship between sensory modality preferences and self-directed learning

Students who are prompted to reflect upon and describe their own sensory modality preferences are more likely to employ these findings in their future learning efforts (Fleming & Mills, 1992). The purpose of this study was to explore the possible relationship between sensory modality preferences and self-directed learning of local synagogue members who were engaged in an oral history project. Patterns between outside resources and sensory modality preferences were examined through the use of the Visual-Aural-Reading & Writing-Kinesthetic (VARK) questionnaire. A set of standardized interview questions was used to identify self-directed learning activities.; This study explored the relationship between sensory modality preferences and self-directed learning by focusing on learners' sensory modality preferences, additional learning both inside and outside the classroom, and the oral history interview process. This study employed an interview, a demographic questionnaire and the VARK with learners in an Oral History Seminar at Congregation Beth Sholom during January 2003.; The findings suggested that there was a relationship between kinesthetic preferences and the amount of flex demonstrated within the self-directed learning context. They also appeared to show a relationship between modality preferences and the number of self-directed learning qualities that were exhibited. Finally, they seemed to indicate a relationship between self-confidence and a positive self-concept and the number of self-directed learning qualities that participants demonstrated.