Train police recruits smarter: Blending problem-based learning with learning styles

Problem-based learning is a pedagogical approach that emphasizes active, student-centered learning and real-world problem-solving. Learning Styles Inventory is a tool used to assess how students interpret and process information. Understanding learning styles may offer valuable opportunities for police educators to better understand the learning needs of basic academy recruits. This article examines how learning styles inventory can be incorporated into problem-based learning to improve the instructional design of police training.

Problem-based learning in police academy training

Problem-based learning emphasizes learning by doing. Because learning is rooted in social interaction, students acquire knowledge by sharing experiences and pursuing self-inquiry. In traditional instruction, students follow a fixed curriculum delivered through lectures and rote repetition. In problem-based learning, however, students learn by participating in scenarios and other interactive learning activities. The practical experience gained from these activities provides a powerful learning environment that lecture-only instruction cannot provide, improving critical policing skills, including problem-solving, decision-making and communication skills. Problem-based learning is considered by many the gold standard of instruction in law enforcement training.

| RELATED: Problem-based learning in basic police academy instruction

Problem-based learning has gained recognition as an effective educational strategy across many academic disciplines because of its emphasis on collaboration and self-directed learning. Experiential in nature, problem-based learning teaches students new theories and concepts by presenting authentic, complex problems to solve. In practice, however, selecting the problems used in learning activities is essential in implementing problem-based learning. Recruits must view the problems as realistic and relevant. Moreover, recruits’ prior experience should be considered when selecting learning problems, and instructors must be skilled in facilitating interactive small and large-group learning. Furthermore, the recruits working in groups must be willing to share their responsibilities and challenge each other. Therefore, the collaborative nature of problem-based learning promotes collaboration and teamwork.

Using learning styles to improve police recruit training

Learning Styles Inventory is a process that helps individuals learn and understand new information. Learning styles have been used in education and psychology to match teaching methods to students’ preferred learning methods. Research, however, is conflictive on whether teaching students based on their learning preferences significantly improves outcomes. [1] Many researchers find no relationship between teaching to students’ predominant learning style and improved performance, while others argue that helping students identify their learning style may help them develop ways to improve their learning. However, recognizing the learning styles of individual students helps instructors understand the needs of their students and how they learn. Therefore, using a variety of instructional methods improves student engagement and motivation to learn. [2]

There are several types of learning styles. For example, Honey and Mumford’s Learning Style Questionnaire (LSQ) identifies four types of learners: those who learn through experience, observation, associations and engaging in activities. The VARK model developed by Neil Fleming identifies visual, auditory, reading and writing, and kinesthetic learning as the most common learning preferences. Finally, the PUES Adult Learning System incorporates VARK modalities but substitutes reading and writing with tactile learning.

Teaching recruits with visual, auditory, reading and kinesthetic learning styles

Visual learners understand information by seeing and observing. They often struggle with verbal directions and are distracted by sound. Some rely on eye contact to maintain concentration, while others take notes, draw pictures, watch videos or develop task lists to process new information. Fleming suggests that visual aids like whiteboards, graphs, charts, diagrams, PowerPoint and flashcards are ideal for teaching visual learners.

Auditory learners often learn best by listening. These students prefer listening to live and recorded lectures and audiobooks. They may think out loud and participate in class discussions to understand information. Instructional support for auditory learners may include verbally discussing and sharing ideas, incorporating question-and-answer sessions and listening to videos.

Reading and writing learners express themselves through written words. They often read articles and write in diaries or journals to understand new ideas and key concepts. Moreover, they prefer to process new information by using summaries and by reading and writing down new ideas on paper several times to clarify concepts in their minds.

Kinesthetic learners process information through movement and physical activity. In kinesthetic learning, students prefer engaging in role plays, demonstrations, live scenarios and other hands-on activities to understand and apply new concepts and theories.

Since 2015, the Stanislaus County Sheriff’s Office regional training center has piloted problem-based learning in basic academy training. Central to this model has been incorporating learning style assessments of the academy recruits to more fully understand how they learn and the instructional methods that provide the broadest appeal. [3]

While recruits may present predominant learning styles, they utilize multiple learning methods to process and understand new information. Thus, designing instructional methods based solely on a single learning style is not necessarily effective. Instead, utilizing a mix of teaching methods, including lectures, interactive scenarios, teach-backs, case studies, role plays, video feedback and others, has proven effective in improving learning and increasing the performance of recruits in the basic academy and post-academy field training program.

Since 2015, more than 600 learning style assessments of basic academy recruits have been administered using the PUES Adult Learning System. The findings suggest that 11% of the recruits are auditory learners, 12% are visual learners, 9% are tactile and 68% are kinesthetic learners. The high percentage of kinesthetic learners suggests a strong preference for hands-on learning. Based on these findings, the Sheriff’s Office reduced traditional lecture-based instruction and implemented a broad mix of instructional styles, including interactive classroom activities and live scenarios, to promote greater learning appeal. This strategy has resulted in higher passing rates from the basic academy and field training program while improving the recruits’ problem-solving, critical thinking and communication skills.

Mixing teaching methods strengthens outcomes

Integrating learning styles with the experiential activities of problem-based learning offers promising opportunities for improving basic academy recruits’ decision-making and critical thinking. By understanding adult learning styles, police educators can design teaching experiences that are more effective and consistent with recruits’ learning needs and preferences.

How could your agency incorporate learning style assessments into academy or in-service training to improve engagement and performance? Share below.

References

1. Edwards D, Kupezynski L, Groff S. (2019). Impacts on student achievement and professional preparation in university level physical therapy courses. International Journal of Higher Education, 8(3), 206–212.
2. Alghasham A. (2012). Effect of students’ learning styles on classroom performance in problem-based learning. Medical Teacher, 34 Suppl 1, S14–S19.
3. Olsen T, Welke R. (2008). Learning styles as predictors of problem-based learning success in the information systems classroom. Proceedings of the 2008 AIS SIGED: International Conference on Information Systems Education and Research, 14.

| NEXT: Integrating teach-back with problem-based learning in police academy training