In recent days there have been a flurry of news articles revisiting the legitimacy of learning styles in the classroom. Thirty scholars from the areas of education, psychology, and neuroscience crafted a letter to The Guardian newspaper asserting that there is a severe lack of evidence to back the idea of learning styles (see link below). The notion of learning styles is commonplace in many K-12 classrooms, as well as teacher education programs. The premise of learning styles is that an individual can learn better when presented information in a certain format (e.g., visual, kinaesthetic, auditory). However, there has been a lack of sufficient evidence, which would indicate that tailoring content delivery in a one particular format would result in deeper learning. The letter explains:
There are, however, a number of problems with the learning styles approach. First, there is no coherent framework of preferred learning styles. Usually, individuals are categorised into one of three preferred styles of auditory, visual or kinesthetic learners based on self-reports. One study found that there were more than 70 different models of learning styles including among others, “left v right brain,” “holistic v serialists,” “verbalisers v visualisers” and so on. The second problem is that categorising individuals can lead to the assumption of fixed or rigid learning style, which can impair motivation to apply oneself or adapt.
Finally, and most damning, is that there have been systematic studies of the effectiveness of learning styles that have consistently found either no evidence or very weak evidence to support the hypothesis that matching or “meshing” material in the appropriate format to an individual’s learning style is selectively more effective for educational attainment. Students will improve if they think about how they learn but not because material is matched to their supposed learning style. The Educational Endowment Foundation in the UK has concluded that learning styles is “Low impact for very low cost, based on limited evidence”.
Adhering strictly to learning styles can be reductive; however, they continue to appear in educational settings. The notion of learning styles have been repeatedly debunked over the year, yet why do you think learning styles still are still used so widely?