Learning styles, as an educational term, refer to the individual differences regarding instructional or study models and their effectiveness (Pashler et al., 2008). From the paradigm proposed by those who advocate for an education centered on the individual differences, optimal instruction requires a thorough diagnosis of the student to tailor its education in accordance with its inclinations. Typically, a learning styles assessment ask individuals questions regarding how they prefer being presented with the information; if they prefer a type of presentation above other. For instance, pictures versus speech, and words versus pictures. From those preferences, the student is classified as a type of learner, which could mean drastically changing the way information is presented to the student.
The Challenge to Learning Styles
According to Stellwagen, after extensive research in the literature, there is no evidence of a preponderance of learning styles-oriented education versus a regular education (2001). Stellwagen takes a stand against learning-styles-based education and considers it does not bear conclusive results, despite its growth as a pedagogical method. Research has also noticed the disparity and fragmented state of ultimate definitions on the topic of learning styles (Cassidy (2004); Paschler et al. (2008). Also, they note that the concept of learning styles is still a broad and imprecise term that does not have a common core of principles, steadily widening and adding new tenets to the practice. Similarly, Paschler et al. established that besides at least 1060 studies show the viability of learning styles education, only 22 of them report full conformity with the randomized controlled testing standards (2008). Under Stellwagen’s terms, the debate associated with the learning styles and its application refers to the fact of its state as a potentially fundamental trait. If so, these traits would not change over time. On the other hand, if learning styles are responsive to experiences and situational demands they would not be neurological structures but dependent, adaptive strategies Stellwagen, 2001). In summary, Stellwagen’s position in 2001 is similar to the one newer studies have adopted, ascribing the validity of learning styles-oriented education to the lack of useful evidence, seen from the conventional approach
Classroom Environment and Learning Styles
The way individuals process information and deal with tasks has been considered more important than abilities or personality. Thus, according to the learning styles postulates, the individual differences in cognitive styles could also account for different ways of converting incoming stimulus into useful information. For instance, a student could convert written words into a visual representation and vice versa. In a classroom setting, presumably, thw converted representation could facilitate processing and later recall. Nevertheless, the inconclusive nature of current methods has casted a shadow over the learning styles-oriented education.
Thus, the intellectual style of individuals transcends perceived cognitive abilities. According to Paschler et al., intellectual methods encompass cognitive, thinking, and learning styles (2008). Learning styles, then, are considered as a cognitive function of the brain and might improve students building knowledge from the patterns that are specific to their style. Fan and Zhang hypothesized that students depend on a coherent curriculum and clear, accurate goals to manage themselves in a more organized way (2013). From that perspective, a learning environment that keeps the student engaged will improve its performance, constructing knowledge rather than memorizing it. Similarly, Cheema and Kitsantas posited that learning styles-oriented pedagogy showed to improve students’ self-efficacy, increasing their effectiveness (2014). However, both studies seem inconclusive as their results are no broad enough to provide a conclusion.
The Validity of Learning Styles
Partially, the prevalence of learning styles in today’s education. Comes from the belief that this kind of education fosters an improvement in educational effectiveness. Learning styles assume people can cluster into groups and can be messured in that way.This typologization of the individual has its appeal and might be responsible for the learning styles-oriented education. Cassidy characterizes learning styles using Rayner and Riding’s (1997) approach that introduces learning styles within the “framework of personality-centered, cognitive-centered, and learning-centered approaches (Cassidy, 2004). However, due to the lack of a broad theoretical framework and limited influence in the area, learning styles have not yet found their place within the theoretical framework of modern education. Similarly, the existence of a single assessment mode, the Myers-Briggs Model that includes personality as a major factor in the learning styles identification. Paschler et al., consider that instead of learning styles, these inclinations should be regarded as educational preferences; in fact, researchers consider there is a terminological discussion regarding learning styles and differential abilities, mixing the two of them when they cannot be considered as akin (Paschler et al., 2008). By the same token, one of the major concerns regarding the validity of learning-styles-based education is the fact that Myers-Briggs Type Indicators cannot offer enough confidence to psychometricians, signaling that there is not sufficient evidence within the instrument to support of validating learning styles (Stellwagen, 2001).
Implications for Teacher Research
Teacher research could be conducted, taking the classroom as the experimental group and finding the potential of learning styles-oriented pedagogy, In this particular case, a design-based research could be the best method to approach to learning styles since it is possible tailoring and designing a course to explore their potential in the classroom. According to Admiraal et al., the design-based research explores literature, mixing it with insights from the teaching practice to implement the theory into the classroom through design implementation, evaluation, and redesign (2011). Regarding learning styles and teacher research, it is the classroom where most learning styles-oriented education has its major defenders. Most teachers are aware of the learning styles and choose to incorporate them in their practice, using different activities to cover the widest possible variety of learning styles. Nevertheless, much like the scholar research, teacher research has found the practice inconsequential. However, since learning-styles-based learning deals with new concepts and innovative approaches, it could be used in contrast with conventional teaching. By the same token, the research could measure two designs and a control group. The study could compare and contrast values of student self-efficacy in two settings and measure the potential of implementing a learning style-based curriculum in the classroom.
Conclusion
Ultimately, the main concern regarding learning styles is the lack of methodological validity as expressed under the paradigms of psychometric evaluations. As Peschler et al. noticed in their study, even after evaluating methodologically strong evidence, the studies “showed no tendency for better performance for those who received help screens matched to their preferences” (Peschler et al., 2008). Students that are aware of their learning styles tend to manage their learning in the way they see optimal, which can lead to flawed conclusions since research ought to be what determines the validity of learning styls, not intuitions. Similarly, while teacher research is a cornerstone in demonstrating the potentials of learning styles-oriented education, it is possible that choosing an inadequate approach can lead to problems yet to be assessed. Thus, under the light of the literature, despite the claims, there is still not ultimate evidence on the idea of different instructional methods for different individuals. It is important to note that learning styles are still in a pre-paradigmatic state where conventional learning pits against this new style, forming a contrary opinion of it from the lack of evidence. However, perhaps the evidence researchers are looking for is not measurable from the standpoint of traditional education and a corpus of evidence regarding learning styles is still to be created.
- Admiraal, W., Smit, B., & Zwart, R. (2014). Models and design principles for teacher research. IB Journal of Teaching Practice, 2(1), 1-7. Retrieved October 28, 2016.
- Cassidy, S. (2004) Learning Styles: An overview of theories, models, and measures. Educational Psychology, 24(4), 419-444. DOI: 10.1080/0144341042000228834.Retrieved October 28, 2016.
- Cheema, J., & Kitsantas, A. (2014). Predicting high school student use of learning strategies: the role of preferred learning styles and classroom climate. Educational Psychology. DOI: 10.1080/01443410.2014.981511. Retrieved October 28, 2016.
- Jieqiong, F., & Li-fang, Z. (2014). The role of learning environments in thinking styles. Educational Psychology, 34 (2), 252-268. DOI: 10.1080/01443410.2013.817538 Retrieved October 28, 2016.
- Pashler, H., McDaniel, M., Rohrer, D., Bjork, R. (2009). Learning Styles: concepts and evidence. Psychological Science in the Public Interest 9(3), 105–19. Retrieved October 28, 2016.
- Stellwagen, J. B. (2001). A challenge to the learning style advocates. The Clearing House, 75, 265-268. Retrieved October 28, 2016.
