Multimodal learning is a learning style which allow students to learn through various learning modalities. Various studies states that multimodal teaching enhance students understanding and retaining abilities. This method is one of the successful teaching styles to ensure students understand and retain information. Unimodality is a teaching style, in which students receive information through only one mode, such as a visual diagram or a traditional lecture. In multimodal learning, teacher will come up with relevant visuals to reinforce the lecture and use multimedia presentation including real time pictures, animations etc. that goes along with the lesson. Presenting material in a variety of modes may also encourage students to develop a more versatile approach to their learning (Hazari, 2004).

Generally students may not pay attention continuously for more than 15-20 minutes. Hence, various learning methods should be incorporated to improve student attention span as well as their learning experience. Considering all these concepts and various studies, multimodal teaching was implemented in my regular teaching and learning process as a faculty at a higher educational institution.

Teaching & learning process was carried out through various collaborative activities and classroom exercises to reinforce learning. Lessons were especially planned and designed to be interactive. Students were instructed to collaborate with one another and work in groups. The course content was delivered through various modalities according to student’s learning styles. Interactive Quizzes before class and post class supported to find out, which modality works best for my students.

As I am dealing with civil engineering modules, it requires lot of imagination and knowledge on practical methodologies being implemented in construction field. Mayer (2003) contends that students learn more deeply from a combination of words and pictures than from words alone; known as the “multimedia effect”. Visual learning strategy was implemented in such a way that, PPTs were modified with relevant pictures with the text. These pictures supported students to visualise the actual structure or work done during the construction sites. Self-recorded lecture videos were developed to explain the concepts along with constructions works from various sources. This teaching and learning strategy through visual found beneficial.

Some other students, who are kinesthetic learners wish to experience knowledge through actions either by doing or getting personally involved with the learning process. In class activities were organised to these students involving them in to an active learning environment. Course content has been delivered through experiential learning – construction field visits outside of the classroom are also supported to successful learning.

So, from my practices I can strongly say that, various learning strategies in teaching and learning environment have positive impacts towards enhancing student’s understanding and retaining capabilities.

References:

https://academics.uafs.edu/academic-success/visual-learning-strategies

http://vark-learn.com/introduction-to-vark/

https://classroom.synonym.com/multimodal-teaching-strategies-12049345.html

Mayer, R. E. (2003). Elements of a science of e-learning. Journal of Educational Computing Research, 29(3), 297-313.

Hazari, S. (2004). Applying instructional design theories to improve efficacy of technology-assisted presentations. Journal of Instruction Delivery Systems, 18(2), 24-33.