Understanding Learning Modalities: A Comprehensive Guide

In the ever-evolving landscape of education and corporate training, the term "learning modality" has become increasingly prevalent. This article delves into the definition of learning modalities, exploring their various forms, benefits, and applications in different contexts.

Defining Learning Modalities

In essence, a learning modality describes how (delivery mode) and when (convening method) your class will meet. In training, modalities represent different delivery modes of learning through which learners’ skills are developed. A learning modality is the format in which training or education is delivered-such as in-person, virtual, or blended. A learning modality in education refers to the delivery format used to teach students.

The delivery mode specifies whether the class will be conducted entirely online, in-person, or a combination of both. The convening method indicates whether the course will have scheduled meetings at specific times and locations, either online or in-person. You will find these modalities associated with classes in class search and in the master schedule of classes.

Types of Learning Modalities

The number of modalities that facilitators can choose from is growing every day as technology advances. Learning modalities influence how learners interact with content. Live sessions may encourage discussion, while self-paced modules promote reflection. The most common learning modalities include in-person training, virtual instructor-led sessions (VILT), self-paced eLearning, and blended learning. Here's a breakdown of some key learning modalities:

In-Person Instruction (ILT)

In-Person Instruction refers generally to face-to-face courses in which faculty and students are together physically in a shared space at a set, consistent time. With ILT, learners have access to real-time feedback and discussions. ILT involves an instructor who leads a training session for individuals or a group of learners. ILT can be held through one-to-one sessions, small-groups, lectures, or workshops. All instruction occurs in a designated campus location (classroom) during regularly scheduled predetermined days and times (synchronous) for which instructor and students are physically present throughout; will require detailed health and safety protocols for engagement among faculty and students. You’ll physically be in a classroom with your professor and classmates during pre-determined date and times.

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Flipped instruction is a modification to in-person instruction that asks students to read materials prior to meeting in person. This approach privileges the in-person time for certain activities (discussion, questions, deeper analysis) and moves information delivery (initial lectures) outside of class, often with digital materials such as pre-recorded lectures. Flipped instruction combines in-person synchronous instruction with online asynchronous instruction.

Online Learning

Student learning occurs exclusively online, asynchronously; no convenings of the entire class; student engagement with the faculty member occurs as requested via a digital platform. No in-person meetings. No scheduled day or time to regularly meet as a class with your professor and classmates. You will most likely work independently.

Online Asynchronous

When coursework is online, you don’t need to meet as an entire class (asynchronous). No scheduled day or time to regularly meet as a class with your professor and classmates.

Online Synchronous

The online portion of the class will meet at a specific time, usually through videoconference (e.g., zoom). You will meet online with your entire class on scheduled dates and times.

Hybrid Instruction

An umbrella term that describes myriad approaches to teaching a course that replace some face-to-face classroom instruction with some online digital learning, often mixing synchronous and asynchronous instruction. There are many different ways of thinking about Hybrid instruction, including Blended, Concurrent, and HyFlex. Each of these, as well as others, involve choices about how to mix online instruction with in-person instruction.

Note: Different departments may use the term “hybrid” to mean different things. Some often-referenced Hybrid approaches include:

Blended Instruction

Blended Instruction includes a combination of in-person and out-of-class learning activities, the latter often occurring online. Designing effective training is a more complex task than it was back when your only options were a classroom or video course. However, each new learning modality offers new opportunities to provide learning in a different, more effective way.

Concurrent Instruction

Concurrent Instruction is used to describe a classroom mode in which in-person students and online students are present at the same time. A common example of Concurrent instruction is HyFlex.

HyFlex

In HyFlex, students are able to choose their mode of engagement for each class period. Fully online courses that include some in-person elements are often referred to as low-residency.

Virtual Instructor-Led Training (VILT)

VILT is ILT, except it takes place over a virtual setting like a webinar, one-to-one, small-group, lecture, workshop, and virtual classrooms. For remote teams, virtual instructor-led training (VILT) and self-paced eLearning are the most effective modalities. By including activities throughout the session, learners are encouraged to actively participate through their VILT session. This delivery method uses the techniques of classroom training and the technology of video conferences.

eLearning

eLearning consists of training content that comes in multiple shapes and sizes, including interactive modules, videos, podcasts, slideshows, documents, webinars, and more. eLearning can instruct learners in a wide range of areas, including technical training, onboarding, safety training, and more. In elearning modules, learners are in charge of the pace of their learning. Elearning modules usually include slideshows, voiceovers, or prerecorded videos that learners progress through.

Video Learning

Video learning delivers workplace training content through video modules. This modality can immediately boost engagement, improve performance, and is scalable.

Mobile Learning

With the rise of the L&D strategy of microlearning, app-based learning on mobile phones has become increasingly popular.

Augmented Reality (AR)

AR uses interactive digital elements to add to reality and create a real-world environment that can be accessed through a tablet, phone, or headset. AR creates a training environment where employees can transform the world around them with no risk of damaging products. In augmented reality, learners engage with the real world - such as a printed postcard or flyer - and then scan a QR code to access online content such as a video or audio track.

Virtual Reality (VR)

VR simulates any real world you can imagine and allows learners to interact with true-to-life scenarios without real-world risk. Examples of VR for corporate training include scenario-based learning, technical skill training, multi-step tasks, and more. VR training comes in two forms: 360° VR and full VR. In virtual reality, learners enter an online environment for a full experience.

Mentorship and Coaching

Mentorship and coaching are alternative learning modalities to formal training. When you first sign up for an account, you are paired with a customer success manager, who acts as a platform mentor or coach to enable your team’s admins and users with personal help.

Reference Materials

One often neglected learning modality, or L&D strategy, is the reference material with which learners receive knowledge. Course manuals are important learning modalities for complex topics like safety operations, legal references, and other in-depth content.

Blended Learning: Combining Modalities

Organizations can choose to use one modality for their training program or utilize multiple modalities in a blended approach. Yes, this is known as blended learning for modalities of learning. In learning and development (L&D), there is no one-size-fits-all solution for learners, which is why a blended learning program may be the right option. For example, you might deliver a core lesson via eLearning, reinforce it in a live workshop, and follow up with real-world coaching.

In this blended learning approach, you map out your desired learning outcomes to several different learning modalities. That way, no matter whether your learner attends a classroom training, completes an elearning module, watches a video, or a combination, they achieve your desired learning outcomes.

The benefits of using multiple modalities in a blended approach are that training is convenient for learners, increases engagement, and personalizes learning opportunities.

Historical Context and Evolution

While the concept of the training modality dates back to at least the 1920s, it was popularized by Neil Fleming’s VARK model in 1987. Learning modalities were not always part of the corporate trainer’s vocabulary. For the past few decades, however, different modalities of learning have entered the L&D strategy lexicon. The term “learning modality” has grown as more content delivery options have emerged with new technology. As technology evolves, new modalities of learning are gaining traction in L&D programs.

Learning Modality Type (Deprecated)

Deprecated, as of the 2024-25 school year. Information below hold historical value. Deprecated data elements remain as published webpages for five years after the year they were deprecated (i.e., this page will be removed when the 2029-30 school year starts). Previously required under ESSER and is no longer needed for federal reporting. Learning Modality Type is defined as the method of student participation in instruction: In-person, Remote, or Hybrid.

School districts operating under the COVID-19 pandemic have adapted quickly to collect information on how each student is participating in instruction for each school day. This data element can be viewed in WISEdata Portal on the student detail level, on the Programs - Other tab.

Remote modality refers to any form of instruction obtained where the student is not in a traditional brick-and-mortar classroom. Asynchronous-remote learning occurs when students access their learning/instruction via technology at a time other than when live instruction was provided (for example, by watching a recorded video, or accessing an online course).

In-person modality means the student is attending school by physically sitting in the classroom inside the school building (aka - ‘brick and mortar’).

USES: This data element allows for tracking of the different types of learning modalities (In-Person, Remote, Hybrid) used in schools to understand the impact modality has on student performance and other indicators for student improvement planning. This data element is student-level information, and is associated with enrollment and attendance reporting, as well as the third Friday of September. Initially, collection of this data was in conjunction with ESSER III reporting requirements.

Why does this data need to be reported? Learning Modality data is collected currently because it provides key data to help researchers correlate the impact of modality to other student outcomes or behaviors. Post-pandemic life in education reveals that many schools/LEAs continue to provide different forms of learning modality as best practices for their student population. Initially, this data was collected in response to the COVID-19 pandemic, when schools provided alternate learning modalities to "brick and mortar." As per reporting guidelines of ESSER III, the number of schools in Wisconsin that are offering fully remote instruction, both remote and in-person instruction (hybrid model), and/or full-time, in-person instruction is required.

What data do schools need to submit about Learning Modality? Public schools need to submit a student program record through WISEdata detailing what modality each student is in. Student-level indicators will be reported through WISEdata only when there is a long-term shift to a new modality. A long-term modality shift would mean that there is no expectation the student will move back to the modality that currently applies.

VARK Model

Most people do not fit into one modality, but instead perform well in several.

Visual learners tend to have strong observational skills and spatial reasoning.
Auditory learners typically have excellent aural memory. They retain information best when presented to them in an audible format, such as a podcast, lecture, or audiobook.
Reading/writing learners perform best when information is presented in written form. They tend to excel in textual analysis and are skilled note-takers.
Kinesthetic learners prefer hands-on training, particularly physical activities. They retain the most information when engaging with a topic through simulations, interactive tasks, or role-playing exercises.

Beyond Learning Styles: Multiple Intelligences

Developed in 1983 by Harvard psychologist Howard Gardner, the theory of multiple intelligences defines intelligence as a humans’ ability to solve problems in multiple contexts. Through his research process, Gardner identified eight intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist.

Key Considerations for Choosing a Modality

Choosing the right modality depends on learner needs, content complexity, available tech, and business goals. Understanding what your audience prefers can help you develop more effective training.

Common Misconceptions about Learning Modalities

Given how long they’ve existed as a concept, it’s unsurprising that there are several misconceptions about training modalities.

You must (manually) create unique content for each audience: personalization is an incredibly effective learning strategy, but it’s difficult to pull off by hand.
The theory of learning styles is widely popular in education. It claims that learners have preferences about how they receive and process information. In education, we usually categorize these preferences into styles such as visual, auditory, and kinesthetic. The problem is our understanding of the theory. We often see learners as fixed within one of the styles.

Practical Steps for Capitalizing on Learners’ Multidimensionality

Here are some practical steps that capitalize on learners’ multidimensionality in the classroom:

Approach all students knowing they have multidimensionality ability and can raise any dimension to proficiency through expert instruction, effort, and practice. Verbally remind your students of this, as it will increase their self-efficacy.
Foster a growth mindset for all, and challenge fixed mindsets, even ones that appear helpful on the surface.
Provide different ways for students to learn material and different ways to demonstrate their understanding and mastery. Include different modalities for written expression, and offer interpersonal opportunities to demonstrate proficiency.
Remember that students process information differently as the subject, context, or task changes. Avoid believing in static labels or ability levels.
Avoid catch-all strategies that promise the answer. Thinking is complex. Learners are complex.

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