The myth of learning styles emerged in the 1970s and 1980s. During this period, theorists like Neil Fleming and Howard Gardner developed popular models suggesting that people learn better when information aligns with their individual styles. These styles include visual, auditory, kinesthetic, or even learners who perform better using the left or right brain, or through verbal, physical, social, or solitary approaches.
What’s the difference between learning styles, learning preferences, and learning strategies?
- Learning styles refer to the unproven theory that students have an innate way of learning that suits them best. This theory claims students think or learn more effectively if for example information is presented as images, diagrams, or videos.
- Learning preferences are personal feelings or opinions about how someone believes they learn best.
- Learning strategies are conscious, evidence-based methods that students can apply—and that teachers can encourage—to learn more effectively.
Why have learning styles been debunked?
The idea of learning styles seems plausible. However, research, such as the study by Pashler et al. (2008), provides no convincing evidence that it improves learning outcomes. In their article ‘Learning styles are more toxic than we thought’, Kirschner and van Merriënboer (2013) even suggest that adhering to learning styles is not only ineffective but can also harm education in the following ways:
- Misallocation of resources: Teachers spend time and resources tailoring materials to learning styles, time better spent on evidence-based methods that are truly effective.
- Limited learning opportunities: If students are only taught in their presumed preferred style, they miss opportunities to develop other valuable learning strategies, reducing their flexibility in learning approaches.
- Reinforcement of misconceptions: Supporting the myth of learning styles perpetuates false beliefs about how learning works among educators and students.
- Negative impact on students’ self-perception: Students (or their parents) may believe they can only learn in a specific way, undermining their confidence and motivation. They may also unfairly demand that teachers cater to their preferences.
Choose learning strategies over learning styles
Help students by moving away from the idea of fixed learning styles. Instead, offer robust learning strategies and guide them in applying these methods. This way, all students have the opportunity to develop diverse ways of learning, regardless of their background or presumed learning style. This approach acknowledges the diversity of your student population and equips them with a broad range of effective skills, better preparing them for the complex challenges of their future careers. Use these four evidence-based tips below to get started.
Tip 1: provide variety
Let students practice the same skills or concepts in different contexts. For instance, in a psychology course on diagnostics, students can practice diagnostic skills using a fictional case study, a group discussion, and a video of a real client. This repetition helps students refine their skills while becoming more flexible and creative in applying knowledge. Rather than adhering to one preferred style, this approach challenges students to process and apply knowledge in multiple ways. Other examples include quizzes, open questions, drawings, or group discussions.
Tip 2: connect learning to real-world situations
In academic education, it’s not always possible to link material to realistic or relatable situations. However, when the content allows it, contextual learning ties material to real-world situations and problems. This helps students see the relevance of what they are learning and fosters deeper understanding. For example, assign tasks that challenge students to apply concepts to current issues or practical scenarios within organizations or companies.
Tip 3: use frequency and repetition
Distributed Practice, or the use of frequent and repeated learning sessions, is an effective strategy. It involves spreading out learning sessions over time rather than cramming all the material in one go. This approach improves long-term retention and understanding. Schedule short, repeated sessions to help students remember key concepts, rather than tackling everything in one extended lesson.
Tip 4: personalize your feedback
Research shows that personalized feedback helps students improve their learning strategies. Take the time to provide feedback that specifically addresses each student’s strengths and areas for improvement. This helps them better understand their learning process and make targeted improvements. For more details, revisit Tip 28: Constructive Feedback? Ten Tips!
Tip 5: encourage self-testing for better learning
Many students believe they have mastered a topic after reading it a few times or when it seems clear during a lecture. However, real learning occurs when they actively retrieve their knowledge. This is known as retrieval practice, or self-testing.
You can promote self-testing in your teaching by:
- Using regular short quizzes or polls during lectures.
- Encouraging students to create and answer practice questions instead of simply reviewing their notes.
- Providing practice tests as additional learning tools.
- Emphasizing that making mistakes during self-testing is valuable, as it helps strengthen knowledge retention.
Self-testing requires more effort than rereading (and may initially be met with resistance), but research shows it is one of the most effective learning strategies for long-term knowledge retention.