Learning Styles
Overview
Learning styles refer to the different ways that individuals prefer to learn and process information. The concept of learning styles has been widely debated in the literature, with some researchers arguing that there is little evidence to support the idea that individuals have distinct, stable learning styles. [1]
Types of Learning Styles
There are several different models of learning styles, but some of the most commonly cited are the visual-auditory-kinesthetic (VAK) model, the Kolb Learning Style Inventory (LSI) [2], and the Honey and Mumford Learning Style Questionnaire (LSQ). The VAK model suggests that individuals have a preference for visual, auditory, or kinesthetic modes of learning, while the Kolb LSI and the Honey and Mumford LSQ propose different categories of learning styles based on factors such as how individuals process information and their approach to problem-solving. [3]
Example
For example, a student who has a visual learning style may prefer to learn through diagrams, charts, and other visual aids. A student with an auditory learning style may prefer to learn through lectures and discussions, while a student with a kinesthetic learning style may prefer to learn through hands-on activities and movement.
Evidence
Despite the popularity of the concept of learning styles, there is limited evidence to support the idea that individuals have stable, distinct learning styles [4]. A number of systematic reviews and meta-analyses have found that there is little evidence that teaching to an individual's preferred learning style improves learning outcomes [5]. Some researchers have argued that the concept of learning styles may be more useful as a way to encourage educators to vary their teaching methods and incorporate multiple modes of learning in their instruction.
Critique and Design Implications
One critique of the concept of learning styles is that it may perpetuate the idea of fixed abilities and innate traits [6], rather than recognizing the role of effort, practice, and feedback in learning. Another critique is that focusing on individual learning styles may overlook the importance of social and cultural factors in learning.
However, despite these critiques, the idea of learning styles continues to be popular in education and training. As such, there may be value in educators and designers considering how different learners may approach learning and incorporating multiple modes of learning in their instruction.
Conclusion
In conclusion, the concept of learning styles has been widely debated in the literature, with some arguing that there is limited evidence to support the idea of distinct, stable learning styles.
Further Reading
This reading was recommended by Dr. Alyssa Wise [[1]] on Learning Styles
References
- ↑ Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119.
- ↑ Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.
- ↑ Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering Education, 78(7), 674-681.
- ↑ Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning styles: Where’s the evidence? Medical Education, 43(5), 521-531.
- ↑ Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. Learning and Skills Research Centre.
- ↑ Dweck, C. S. (2007). Is math a gift? Beliefs that put females at risk. In S. J. Ceci & W. M. Williams (Eds.), Why aren't more women in science? Top researchers debate the evidence (pp. 47-55). American Psychological Association.