Teaching Approaches: The focus on visual learning

In the blog last week, we focused on the classical approach to student learning based on developing language abilities specifically in relation to reading, writing, and a variety of note making techniques. This week we will explore an increasing reliance on visual images by educators designed to initially introduce students to unfamiliar complex concepts, models, theories, arguments, and processes.

The primary purpose of visual images in the learning process

Especially in higher educational contexts, there has been an increasing use across cultures of presenting visual images when initially introducing new key information. The primary motivation for this development is probably the seemingly increasing reluctance of many contemporary students to voluntarily engage in personal in-depth reading, especially in relation to unfamiliar complex topics.

However, another factor is that visual models are generally more accessible to students as an initial introduction to topics while being especially useful for the purpose of revision during ever increasing exam challenges.

Example of the process of developing political reading abilities

While educators use a range of visual information that includes spidergrams, mind maps, and diagrams to introduce new subjects, they also help to illustrate the process of key skills that need to be learnt to succeed in an educational context. The image below represents one example in relation to the topic of how to initially engage in reading critically and record information in academic texts.

The development beyond the introduction of initial images

However, it is important to note here that the visual introduction to a subject is just the first step in a rather long process of learning. This development includes the provision of a selective sequence of reading texts and the engagement of students in individual and group seminars. Indeed, seminars are a distinctive learning element in higher education that is a highly valued encounter by both educators and learners.

To conclude, educators across cultures have become increasing focused on the presentation of visual images during the teaching process. This includes teaching students how to design models such as mind maps when research new concepts for creative and memorable record keeping.

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Questions

1. Might presenting images of concepts restrict student independent critical thinking?

   
   

2. How can the presentation of visual explanations of concepts be further developed?

   
   

3. What is meant by logical analytical learning preference?

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We shall explore Question 3 in the next blog.