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Neil Fleming

Neil Fleming (1939–2022) was a New Zealand educationalist and theorist best known for developing the VARK model, a widely used framework that categorizes learning preferences into four sensory modalities: visual, aural (auditory), read/write, and kinesthetic.^[1]^[2] Born in New Zealand, Fleming pursued a career in education, serving as a teacher, school inspector, and instructor across secondary schools, teacher training institutions, and universities, including Lincoln University.^[3]^[1] Fleming's primary research focus was on how individuals learn and communicate using preferred sensory modalities, drawing from extensive classroom observations conducted during his time as an inspector in the late 1980s.^[4]^[5] He initially conceived the VARK questionnaire in 1987 as a tool to help students, teachers, and professionals identify and leverage their learning styles, expanding on earlier models like VAK by incorporating a read/write category.^[6]^[7] This model was formally introduced in a 1992 collaborative paper with Colleen Mills titled "Not Another Inventory, Rather a Catalyst for Reflection," which emphasized its role in promoting self-awareness and adaptive teaching strategies rather than rigid categorization.^[8] The VARK approach posits that while most learners have a dominant preference, many are multimodal, and tailoring instruction to these preferences can enhance engagement and outcomes without implying differences in intelligence.^[2] Throughout his career, Fleming facilitated workshops on VARK principles for over two decades across North America, Asia, and Europe, applying them to diverse fields such as customer service, business education, and coaching for elite athletes.^[1] He authored several resources, including books and online materials available through the official VARK website, which continue to support educators and learners worldwide.^[1] Fleming passed away on 16 June 2022 in Christchurch, New Zealand, leaving a lasting legacy in educational theory and practice.^[1]

Biography

Early Life and Education

Neil Fleming was born on 19 October 1939 in New Zealand.^[3] He received his education in New Zealand.^[1]

Professional Career

Fleming began his professional career as a high school teacher in New Zealand, focusing on secondary education in various institutions. His early roles involved direct classroom instruction, where he developed foundational expertise in pedagogy and student engagement. Over the subsequent decades, he transitioned into lecturing positions at universities and teacher education centers, emphasizing instructional methods and educational theory. At these institutions, Fleming delivered courses on teaching practices, contributing to the preparation of future educators through practical workshops and academic guidance.^[9] In the 1980s, Fleming was appointed as a senior education inspector for the New Zealand Ministry of Education, serving in this capacity for nine years across the Canterbury region, overseeing more than 100 high schools. In this role, he conducted extensive observations in over 8,000 classrooms, evaluating teaching effectiveness and diverse learning environments to inform systemic improvements. These inspections provided him with broad insights into pedagogical challenges and student variations, which later influenced his work on learning preferences.^[10] After his tenure as inspector, Fleming served as Director of the Education Centre at Lincoln University for over a decade, where he focused on faculty development and improving teaching quality.^[9]^[10]

Personal Life and Death

Neil Fleming was married to Faye for 59 years at the time of his death.^[11] The couple resided in Christchurch, New Zealand, and Fleming was known for his close family ties, including frequent duties with his grandchildren as part of a large extended family.^[1]^[12] He was described by family and friends as having a particular way with children and people of all ages, reflecting his warm and engaging personal demeanor.^[12] In his personal time, Fleming pursued hands-on hobbies that showcased his practical and nurturing side, such as maintaining two beehives on his urban property, tending a collection of 80 heritage roses, and crafting solid wood furniture.^[1] These activities highlighted his appreciation for nature and craftsmanship, providing a counterbalance to his lifelong engagement with learning and community. As a dedicated community member and self-described humanist in New Zealand, he emphasized the importance of family and relatives in daily life.^[12] Fleming died suddenly at his home in Christchurch on June 16, 2022, at the age of 82.^[1]^[11] A public celebration of his life was held on June 22, 2022, at The Great Hall in Christchurch's Arts Centre.^[12] Tributes from family and associates portrayed him as caring, generous, empathetic, and humorous, with reflections underscoring his profound personal impact and the essential role of family in his worldview.^[1]^[12]

VARK Model

Origins and Development

Neil Fleming developed the VARK model based on observations from his tenure as a school inspector in New Zealand during the 1970s and 1980s, where he observed significant discrepancies between teaching approaches and student outcomes. He noted that some students excelled even under subpar instruction, while others struggled despite highly effective teachers, suggesting that individual learning preferences played a key role in these mismatches. These observations, drawn from classroom inspections across the country, highlighted the limitations of uniform teaching methods and inspired Fleming to develop a tool for identifying sensory-based preferences to better align education with diverse learner needs.^[13] The model emerged from earlier learning style theories, particularly the VAK framework rooted in neuro-linguistic programming (NLP), which emphasized visual, aural, and kinesthetic modalities. Fleming adapted and expanded this foundation to address practical challenges in New Zealand's educational system, where there was a need for accessible strategies to support both teachers and students in tertiary and secondary settings. Initially formulated in the late 1980s, the VARK questionnaire was first introduced in 1987 through Fleming's work at Lincoln University, marking a shift toward learner-centered approaches that prioritized "learning to learn" over content delivery alone.^[4]^[14] A key innovation in VARK was the addition of the "Read/Write" (R) modality, which Fleming included to differentiate preferences for textual information from those for symbolic visuals. Prior VAK models often conflated visual learning with reading printed words, but Fleming recognized that learners favoring lists, notes, and essays required distinct strategies, such as transforming diagrams into prose or vice versa. This distinction made the model more precise for educational applications, enabling better customization of study techniques without overhauling teaching practices.^[14]

Core Components

The VARK model, developed by Neil Fleming, identifies four primary sensory modalities through which individuals prefer to learn and process information: Visual (V), Aural/Auditory (A), Read/Write (R), and Kinesthetic (K).^[15] These components stem from observations of how people naturally engage with educational content, emphasizing preferences rather than abilities.^[15] Visual (V) learners prefer information presented through visual aids such as maps, diagrams, charts, graphs, flow charts, and symbolic representations like arrows or circles.^[15] They focus on the layout and design elements, including white space, patterns, and shapes, to organize and recall information effectively.^[15] For instance, a visual learner might best understand a concept by sketching a diagram on a whiteboard rather than reading a textual description.^[15] Notably, this modality excludes preferences for photographs, videos, or lecture slides like PowerPoint, which align more with other categories.^[15] Aural/Auditory (A) learners favor information that is heard or spoken, such as through lectures, group discussions, oral instructions, or even radio broadcasts.^[15] They benefit from verbal interactions, including talking things out aloud, using email in a chat-like format, or engaging in debates to solidify understanding.^[15] An example is a learner who sorts and refines ideas by first discussing them verbally with peers before committing to written notes.^[15] Read/Write (R) learners thrive with text-based materials, including lists, headings, textbooks, manuals, essays, and assignments that involve reading or writing.^[15] This modality emphasizes structured written information, such as glossaries, quotations, or internet articles, and often involves note-taking or summarizing in words.^[15] For example, individuals with this preference might rely heavily on dictionaries or detailed written instructions to grasp complex topics.^[15] Kinesthetic (K) learners prefer hands-on, experiential approaches to learning, incorporating real or simulated practice, demonstrations, and physical engagement with materials.^[15] They value concrete examples, such as role-playing, building models, or using case studies that allow for trial and error.^[15] A typical scenario involves learning by manipulating objects, like assembling a device to understand its mechanics, rather than observing passively.^[15] In addition to single-modality preferences, the VARK model recognizes multimodal learners, who exhibit strengths across multiple categories and adapt their strategies accordingly.^[15] There are two subtypes: contextual or "selective" multimodals, who choose specific modes based on the situation—for instance, using read/write for legal documents but kinesthetic for practical demonstrations—and integrative multimodals, who combine all preferred modes simultaneously for comprehensive learning, though this may require more time.^[15] This flexibility highlights the model's emphasis on personalized, context-aware approaches to information processing.^[15]

Questionnaire and Assessment

The VARK Questionnaire, developed by Neil Fleming in 1987 as a practical instrument to assess learning preferences aligned with the model's four core modalities—visual, aural, read/write, and kinesthetic—consists of 16 multiple-choice questions designed for self-administration.^[4] Each question presents a common scenario related to learning or information processing, such as "When I operate new equipment for the first time, I am most comfortable if...," followed by four response options, one for each modality (e.g., watching a demonstration for visual, listening to instructions for aural, reading the manual for read/write, or hands-on trial for kinesthetic).^[16]^[6] Respondents select the option that best matches their preference, with the flexibility to choose multiple answers if no single option fully applies, accommodating multimodal tendencies.^[16] Scoring involves tallying the selected responses for each modality to generate a profile of scores, typically ranging from 0 to 16 per category, which reveals dominant preferences (unimodal) or balanced multimodal patterns if scores are similar across categories.^[4]^[6] This simple manual or automated process allows users to identify their primary learning style and access tailored strategies, such as helpsheets for study techniques.^[16] Since the early 2000s, the questionnaire has been available as a free online tool on the official VARK website, enabling instant scoring and personalized reports.^[4]^[16] The tool offers distinct versions optimized for adults and students, including full profile reports that provide detailed feedback and learning strategies suited to professional or academic contexts, ensuring broad accessibility without cost barriers.^[17]^[4]

Applications and Criticisms

Educational and Professional Uses

The VARK model has been widely adopted in classrooms to develop tailored lesson plans that accommodate diverse learning preferences, such as incorporating diagrams and infographics for visual learners to enhance comprehension and retention.^[18] Teachers often use the model's four modalities—visual, aural, read/write, and kinesthetic—as the foundation for these adaptations, enabling students to engage with material through preferred channels like discussions for aural learners or hands-on activities for kinesthetic ones.^[15] This approach has supported curriculum design in various educational settings, including remote learning environments where multimodal resources like podcasts and simulations maintain student engagement.^[18] Since the 1990s, the VARK model has been integrated into teacher training programs worldwide, serving as a tool to equip educators with strategies for addressing learner diversity and fostering inclusive teaching practices.^[14] For instance, educational psychology texts used in preparation programs frequently discuss VARK to help future teachers reflect on and adapt instructional methods, promoting staff development and conversation about effective pedagogy.^[19] This adoption has extended to professional development workshops, where trainers apply VARK to refine lesson delivery and assessment techniques.^[20] In corporate training and professional development, the VARK model facilitates diverse learner engagement by customizing programs to include elements like videos and charts for visual participants, interactive role-playing for kinesthetic ones, written manuals for read/write preferences, and group discussions for aural styles.^[21] Organizations use VARK questionnaires during onboarding and workshops to boost retention and productivity, with multimodal approaches addressing the majority of learners who prefer multiple styles, thereby aligning training with individual needs in fields such as sales and leadership.^[21] This has proven effective in creating inclusive environments that reduce disengagement and support ongoing skill development.^[18] In New Zealand, where Neil Fleming developed the model at Lincoln University in the late 1980s, VARK has been implemented in tertiary education through consultations and direct applications in classrooms.^[22] For example, Fleming's work involved using the VARK questionnaire to identify student preferences, leading to tailored strategies such as audio recordings for aural learners like one student named Nick, who improved exam performance after adopting verbal practice methods, or written annotations under graphs for read/write learners like Mary in economics courses.^[22] These implementations at Lincoln University exemplify how Fleming consulted with educators to diversify teaching modes, enhancing academic success across modalities.^[22]

Scientific Reception and Limitations

The VARK model has enjoyed widespread popularity among educators and practitioners since its introduction in the 1990s, valued for its straightforward accessibility and utility in promoting self-awareness of learning preferences. Surveys indicate high adoption rates, with approximately 93% of British teachers endorsing the idea that students learn better through their preferred styles, as represented by models like VARK. Similarly, global educator beliefs in such approaches hover around 89%, reflecting its enduring appeal in professional development and classroom strategies despite academic scrutiny.^[23]^[24] However, scientific reception has been markedly critical, particularly regarding the lack of robust empirical evidence supporting the model's efficacy in improving learning outcomes. A seminal review by Pashler et al. (2009) examined learning styles hypotheses, including those akin to VARK, and concluded there is no valid evidence that tailoring instruction to preferred modalities enhances achievement, based on the absence of well-controlled studies demonstrating aptitude-treatment interactions. Subsequent research from the 2000s through the 2020s has reinforced this, with meta-analyses and experimental studies showing no consistent correlation between VARK preferences and academic performance across diverse student populations. For instance, a 2025 study of 326 undergraduate dental students found no significant correlation between VARK styles and academic performance, though 58% preferred multimodal learning.^[25] Analyses of VARK's relationship to outcomes reveal mixed or negligible effects, often confounded by factors like motivation rather than style matching, as seen in some positive applications like a 2024 study in medical education where multimodal VARK approaches improved lab skills in parasitology training.^[26] The VARK questionnaire itself demonstrates moderate reliability in self-reported preferences, though its predictive power for success remains limited.^[27]^[28] Key limitations of the VARK model include its potential to foster stereotyping of learners, which may restrict their engagement with diverse methods and reinforce fixed mindsets about abilities. It also exhibits significant overlap with other frameworks, such as Kolb's experiential learning model, where preferences for concrete experience or abstract conceptualization can align with VARK's kinesthetic or read/write modes, complicating distinct application. Additionally, cultural biases influence reported preferences, as demographic factors like ethnicity and socioeconomic background shape responses, potentially undermining the model's universality in global contexts.^[27]^[28]^[29] In response to these critiques, Neil Fleming and supporters have emphasized the model's heuristic value as a practical tool for initiating discussions on learning strategies, rather than a scientifically rigorous diagnostic. They argue that the absence of definitive proof of ineffectiveness does not preclude its benefits for millions of users, positioning VARK as a non-harmful aid for personalization over prescriptive dogma.^[30]

Legacy and Publications

Key Works and Contributions

Neil Fleming's primary publication on the VARK model is the 1995 paper "I'm Different; Not Dumb: Modes of Presentation (V.A.R.K.) in the Tertiary Classroom," presented at the 18th Higher Education Research and Development Society of Australasia conference, where he elaborated on adapting teaching methods to students' sensory preferences in higher education settings.^[22] In this work, Fleming introduced practical strategies for incorporating visual, aural, read/write, and kinesthetic elements into classroom instruction to enhance student engagement and comprehension. Building on this foundation, Fleming authored "Teaching and Learning Styles: VARK Strategies" in 2001, a comprehensive guide that detailed strategies for educators to align teaching practices with learners' modality preferences, including diagnostic tools and implementation examples for diverse educational contexts.^[31] The book emphasized self-awareness among students and teachers, providing actionable advice to foster multimodal learning environments without rigid categorization.^[32] Throughout the 1980s to 2010s, Fleming produced numerous articles and papers exploring modality preferences in education, starting with the seminal 1992 co-authored piece "Not Another Inventory, Rather a Catalyst for Reflection," published in To Improve the Academy, which first formalized the VARK questionnaire as a reflective tool rather than a definitive assessment.^[33] Subsequent works, such as "The Nature of Preference" (2009) and "Learning Styles Again: VARKing Up the Right Tree!" (co-authored with David Baume, 2006), addressed misconceptions about learning styles and defended the VARK framework's utility in promoting flexible teaching approaches.^[34]^[35] These publications, often disseminated through educational journals and conference proceedings, focused on empirical observations from classroom practices to support evidence-based adaptations in instruction. In the 2000s, Fleming developed extensive VARK resources, including the official VARK website (vark-learn.com), which provided free access to the questionnaire, scoring guides, and multimodal learning strategies, alongside paid training materials like helpsheets and workshop kits to assist educators in applying the model.^[36] These digital and printed resources were designed for self-guided use by students and professional development for teachers, expanding the model's accessibility beyond academic publications. Fleming's other contributions included conducting workshops and consultations on learning styles, primarily based in New Zealand but extending internationally to North America, Asia, and Europe over more than two decades, where he trained educators, business professionals, and sports coaches in VARK principles to improve communication and training efficacy.^[1] His efforts in these areas were informed by his earlier role as a school inspector, which sparked his interest in diverse learning needs.

Influence and Recognition

Fleming's VARK model has achieved widespread global dissemination, with the questionnaire completed by over one million individuals annually as of 2023, reflecting its integration into educational practices across diverse regions including North America, Asia, and Europe.^[37] The model's emphasis on multimodal learning preferences has significantly influenced modern educational technology, inspiring adaptive platforms that tailor content delivery to visual, aural, read/write, and kinesthetic styles for enhanced personalization. For instance, virtual learning environments have incorporated VARK-based algorithms to recommend resources aligned with user preferences, improving engagement and outcomes in online settings.^[38] Fleming received recognition for his contributions to teaching and research within New Zealand's education sector, including facilitation of international workshops on learning modalities for over two decades. The VARK framework is frequently cited in pedagogical literature, appearing in studies on student performance and instructional design across disciplines such as nursing and economics.^[1]^[26]^[39] Following Fleming's death on June 16, 2022, the VARK resources and questionnaire have maintained ongoing utility, supported by his team's continued maintenance of the official platform, including new guides for researchers as of 2023, and its application in contemporary educational tools and studies through 2025.^[1]^[40]

References

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