Recent Debates on Learning Styles

Lilla Tóth

ELTE University

Learning style instruments have been widely used in education, but nowadays there are more and more debates even on its existence.  This paper provides a systematic and critical overview of the validity of learning styles. It will discuss whether teachers should consider individual students' learning styles when teaching, examine research on learning styles, explaining what people mean by learning styles, and note why the notion of learning styles has had such enduring popularity despite the lack of supporting evidence.

To start my discussion, it is necessary to briefly describe the styles themselves, to be clear about the fundamentals. There are several taxonomies of learning styles: Cognitive learning styles: field-independent/field-dependent, analytical/global, inductive/deductive reflective/impulsive, sequential/random, concrete/abstract; Sensory learning styles: auditory, kinesthetic, visual, tactile, group/individual; Personality learning styles: introverted/ extraverted, tolerance/ intolerance of ambiguity ( Ehrman, 1996).The learning-styles view has acquired great influence within the education field, from kindergarten to graduate school.

Learning style theory has been used to provide pedagogical advice, for concept building and research. The theory is direct, outspoken and has substantial face validity. On the other hand, some educational researchers argue that there are no distinct learning styles. Furthermore, there are debates on the fact that learning styles could be even detrimental. The opponents against learning style usage throw spotlight on numerous exceptions. On the other hand they are more like criticisms of the way that learning styles are misused rather than a criticism of the theory itself. (Freedman & Stumpf, 1980)

Firstly, if it is assumed that learning styles exist, then the teachers should teach in the style that a student prefers to learn. Teachers who exert to convey learning opportunities that focus singularly on the one preferred “style” will disadvantage their students because learning is a comprehensive activity of the brain that depends on interconnectivity between the different modules of perception.  Over-emphasis by teachers on a distinct learning style might actually reduce rather than increase the learners’ positive development in learning. On the other hand, it could have positive effects on teaching. If teachers try to find methods for different types of people, it means that their classroom activity will be various, which will be more interesting, so making it easier to learn. (Greenfield, 2007)

Secondly, if it is assumed that matching learning styles with teaching methods is working, both teachers and learners have to face the fact that teaching style changing is impossible. Its simple explanation is that it would mean as much effort to do either for teachers or for students, that they just cannot manage this. Teaching everybody differently in one classroom is impossible. David Glenn argue this; he supposes that it works, because there is plenty of schemas nowadays for the different styles, so teachers do not have to create any new content, only support them. (Glenn, 2009)

To summarize these ideas, the best way for teaching is the assimilation with the actual content which is not always equal with the assimilation with the learners’ style preference. For example, if the subject is geography and the task is teaching the shapes of the countries then it should be taught in a visual style, even if it is known that the student is an aural learner. (Lafferty & Burley, 2009)

Furthermore, even if a learner knows about his learning style, and does use it, it does not mean that he will be better at learning. Learning styles could be used as a subterfuge by some learners who will blame their unsuccessfulness in learning to their teachers’ failure to support teaching methods that do not match their learning style. (Pashler, McDaniel, Rohrer, Bjork, 2009)    

Learning styles are dependent on so many things that it is irresponsible to state their existence. One solution could be to suggest that each individual has many diverse styles, maybe one suitable for each different topic. Consequently, what is more likely learning is more to do with the memory. The more indexes the learners have, the more deeply they have thought about the subject. In this case learning styles could be a supporting method, but only if it is used in various manners. (Lafferty & Burley, 2009)

References

Clark, D. (2009, 26 March).Professor pans 'learning style' teaching. Retrieved from http://donaldclarkplanb.blogspot.com/2007/08/professor-pans-learning-style-teaching_12.html

 Ehrman, M. E. (1996). Understanding Second Language Learning Difficulties. Arlington, Virginia: SAGE Publications.

Freedman R. D. & Stumpf S. A. (1980).Learning Style Theory: Less Than Meets the Eye. Retrieved from
http://www.jstor.org/discover/10.2307/257119?uid=3738216&uid=2129&uid=2&uid=70&uid=4&sid=21104179885593

Glenn, D. (2009, December 15). Matching Teaching Style to Learning Style May Not Help Students. Retrieved from https://chronicle.com/article/Matching-Teaching-Style-to/49497/

Lafferty, H. & Dr. Burley, K.S. (29 July 2007). Do Learning Styles Exist? Retrieved from http://learningstyles.webs.com/

Musa, A. (2009, Marc 21). Online Learning and Learning Styles Education in a Changing Environment 17^th-18^th September 2003.  Retrieved from www.ece.salford.ac.uk/proceedings/papers/am_03.rtf

Pashler, H., McDaniel, M., Rohrer, D.& Bjork, R. (2009). Learning styles: Concepts and evidence. Retrieved from http://www.jstor.org/discover/10.2307/257119?uid=3738216&uid=2&uid=4&sid=21103774800321