Aural and Visual Elements of Learning

Various individuals are oriented differently relative to their or understanding or assimilation of information. “Aural” with reference to “hearing,” and “visual” with reference to “sight”, constitute the major arteries by which or through which information flows and is assimilated by the human mind. Relative to the major receptors in the acquisition of knowledge, these two terms or conditions are not totally mutually exclusive. No individual is totally oriented in either direction (with the exception of those persons with severe or complete vision and/or hearing loss), yet there is clearly a propensity for individuals to be oriented more in one direction than the other. This difference in orientation is often very profound and pronounced, with teachers, parents and even the student himself/herself cognizant of the specifics. One student will “hear” a presentation and clearly connect the concepts to his/her mental receptors and the concept is “caught” or understood – the student has learned. Another student, with a more profound “visual” orientation, presented with the same circumstances, will be less apt to “connect” the truth or idea conveyed and perhaps be yet unclear or even totally void of the concept presented. This latter individual, presented a clear and concise additional “visual” element (i.e., picture, chart, diagram, etc.) will often be able to connect the concept presented and now understand and complete the learning cycle. Generally the percentage of “aural” learners is substantially greater than “visual” learners, and consequently much of the instruction is so oriented, especially when the instructor is likewise of this orientation.

The effect often appears to suggest that “visual” learners are “slow” learners or perhaps not as “bright” as their counterparts. This could not be more incorrect. However, studies suggest that presentations made with well-planned “audio-visual” media (i.e., combining the best of both elements – sight and sound together) are far more effective for students of both orientations than are those oriented either way, and used alone. The wise teacher will endeavor to carefully scrutinize each student’s propensity in this area and endeavor to plan and organize specific educational processes and activities to best suit these individual differences in students.