Gardner’s Multiple Intelligence Theory for Online Teaching

Howard Gardner defined nine intelligences possessed by humans, i.e., multiple intelligences. These are visual/spatial, verbal/linguistic, logical/mathematical, bodily/kinesthetic, musical/rhythmic, interpersonal and intrapersonal/reflective, naturalist and existential (Table 1). Although we all possess all of these intelligences, we develop and utilize them differently. The awareness of multiple intelligences is useful to an online instructor

because compilation of a student survey puts the instructor in the position of focusing course content on areas that will stimulate learning by all the students regardless of their intelligence strengths and/or weaknesses.

The awareness of different learning styles opens an opportunity for previously unknown avenues of communication between the instructor and the learners. In the same way as an instructor prepares lectures directed towards the obvious differences in students, an understanding of how students may actually be absorbing the information gives a new meaning to the facilitator-learner relationship.

It may actually be easier to incorporate the different learning styles in an online class than in a face-to-face class. If the content is presented in the same manner every time, students may not see the immediate relevance of the content they are learning. Technology allows instructors to incorporate different learning styles into their lessons and make the course accessible to all students. Moreover, students who have limited themselves to one learning style may feel free to experiment with different learning styles and build their skills in other areas. Basically, when designing an online course, an instructor shouldn’t design the course and then go back later and add assignments that will meet the intelligences of all students. Instead, an instructor should strive to universally design a course, from the ground up, which is rich in methods of content delivery. Thus, online instructors should strive to deliver material with text, graphics, sound, and video in order to tap into multiple intelligences. By designing a course in this manner, an instructor will tap into the multiple intelligences of all the students and meet the students’ various learning needs at the same time.

Visual/verbal learners learn when information is presented in a written form and everything in an online course will be presented in written form. In an online course, charts, graphics, pictures, slideshows, and videos can easily be added to a course. Auditory learners learn when information is presented aurally, using podcasts or audio streaming. Lastly, kinesthetic/tactile learners learn from hands-on activity. Online instructors can incorporate outside “fieldwork” into assignments before students come back to discuss their experiences on the message board. Moreover, games and many simulation exercises present excellent opportunities for the learners. The pedagogical approaches that connect course content to the learning styles of the students can bring out the desired outcomes.

Reference: Gardner, H. (2006). Multiple intelligences: New horizons. New York: BasicBooks