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Learning styles

Learning styles refer to a range of theories that aim to account for differences in individuals' learning.[1] Although there is ample evidence that individuals express personal preferences on how they prefer to receive information,[2]: 108  few studies have found validity in using learning styles in education.[3]: 267  Many theories share the proposition that humans can be classified according to their "style" of learning, but differ on how the proposed styles should be defined, categorized and assessed.[1]: 8  A common concept is that individuals differ in how they learn.[3]: 266 

The idea of individualized learning styles became popular in the 1970s. [4] This has greatly influenced education despite the criticism that the idea has received from some researchers.[2]: 107–108  Proponents recommend that teachers run a needs analysis to assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style.[5] Critics claim that there is no consistent evidence that better student outcomes result from identifying an individual student's learning style and teaching for specific learning styles.[2][6]: 33  Since 2012, learning styles have often been referred to as a "neuromyth" in education.[7][8] There is evidence of empirical and pedagogical problems related to forcing learning tasks to "correspond to differences in a one-to-one fashion".[9] Studies contradict the widespread "meshing hypothesis" that a student will learn best if taught in a method deemed appropriate for the student's learning style.[2] However, a 2020 systematic review suggested that a majority (89%) of educators around the world continue to believe that the meshing hypothesis is correct.[10]

Studies further show that teachers cannot assess the learning style of their students accurately.[11] In one study, students were asked to take an inventory of their learning styles. After nearly 400 students completed the inventory, 70% did not use study habits that matched their preferred learning method.[12] This study also indicated that students who used study methods that matched their preferred learning style performed no better on tests than students who did not.[12]

  1. ^ a b Coffield, Frank; Moseley, David; Hall, Elaine; Ecclestone, Kathryn (2004). Learning styles and pedagogy in post-16 learning: a systematic and critical review (PDF). London: Learning and Skills Research Centre. ISBN 1853389188. OCLC 505325671. Archived from the original (PDF) on 2016-03-04.
  2. ^ a b c d Pashler, Harold; McDaniel, Mark; Rohrer, Doug; Bjork, Robert A. (December 2008). "Learning styles: concepts and evidence". Psychological Science in the Public Interest. 9 (3): 105–119. doi:10.1111/j.1539-6053.2009.01038.x. PMID 26162104. S2CID 2112166.
  3. ^ a b Willingham, Daniel T.; Hughes, Elizabeth M.; Dobolyi, David G. (July 2015). "The scientific status of learning styles theories". Teaching of Psychology. 42 (3): 266–271. doi:10.1177/0098628315589505. S2CID 146126992.
  4. ^ In one extensive list of learning-styles instruments and theories (Coffield et al. 2004, pp. 166–169), the authors listed three works on learning styles before the 1950s, four from the 1950s, seven from the 1960s, 21 from the 1970s, 22 from the 1980s, and 17 from the 1990s.
  5. ^ Pritchard, Alan (2014) [2005]. "Learning styles". Ways of learning: learning theories and learning styles in the classroom (3rd ed.). Milton Park, Abingdon, Oxon; New York: Routledge. pp. 46–65. ISBN 9780415834926. OCLC 853494423.
  6. ^ Vasquez, Kris (2009). "Learning styles as self-fulfilling prophecies". In Gurung, Regan A. R.; Prieto, Loreto R. (eds.). Getting culture: incorporating diversity across the curriculum. Sterling, VA: Stylus. pp. 53–63. ISBN 9781579222796. OCLC 228374299.
  7. ^ Blanchette Sarrasin, Jérémie; Masson, Steve (29 September 2015). "Neuromyths in Education". EdCan Network, Canadian Education Association. Retrieved 18 September 2020.
  8. ^ Dekker, Sanne; Lee, Nikki C.; Howard-Jones, Paul; Jolles, Jelle (18 October 2012). "Neuromyths in education: prevalence and predictors of misconceptions among teachers". Frontiers in Psychology. 3: 429. doi:10.3389/fpsyg.2012.00429. PMC 3475349. PMID 23087664.
  9. ^ Klein, Perry D. (January 2003). "Rethinking the multiplicity of cognitive resources and curricular representations: alternatives to 'learning styles' and 'multiple intelligences'". Journal of Curriculum Studies. 35 (1): 45–81. doi:10.1080/00220270210141891. S2CID 144074203.
  10. ^ Newton, Philip M.; Salvi, Atharva (2020). "How Common Is Belief in the Learning Styles Neuromyth, and Does It Matter? A Pragmatic Systematic Review". Frontiers in Education. 5: 270. doi:10.3389/feduc.2020.602451. ISSN 2504-284X.
  11. ^ Papadatou-Pastou, Marietta; Gritzali, Maria; Barrable, Alexia (2018). "The learning styles educational neuromyth: lack of agreement between teachers' judgments, self-assessment, and students' intelligence". Frontiers in Education. 3. doi:10.3389/feduc.2018.00105.
  12. ^ a b May, Cindi (May 29, 2018). "The Problem With "Learning Styles"". Scientific American.
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