Abstract
The basic idea behind the use of ‘Learning Styles’ is that learners can be categorized into one or more ‘styles’ (e.g., Visual, Auditory, Converger) and that teaching students according to their style will result in improved learning. This idea has been repeatedly tested and there is currently no evidence to support it. Despite this, belief in the use of Learning Styles appears to be widespread amongst schoolteachers and persists in the research literature. This mismatch between evidence and practice has provoked controversy, and some have labeled Learning Styles a ‘myth.’ In this study, we used a survey of academics in UK Higher Education (n = 114) to try and go beyond the controversy by quantifying belief and, crucially, actual use of Learning Styles. We also attempted to understand how academics view the potential harms associated with the use of Learning Styles. We found that general belief in the use of Learning Styles was high (58%), but lower than in similar previous studies, continuing an overall downward trend in recent years. Critically the percentage of respondents who reported actually using Learning Styles (33%) was much lower than those who reported believing in their use. Far more reported using a number of techniques that are demonstrably evidence-based. Academics agreed with all the posited weaknesses and harms of Learning Styles theory, agreeing most strongly that the basic theory of Learning Styles is conceptually flawed. However, a substantial number of participants (32%) stated that they would continue to use Learning Styles despite being presented with the lack of an evidence base to support them, suggesting that ‘debunking’ Learning Styles may not be effective. We argue that the interests of all may be better served by promoting evidence-based approaches to Higher Education.
Highlights
The use of so-called ‘Learning Styles’ in education has caused controversy
Despite this lack of evidence, it appears that belief in the use of Learning Styles is common amongst schoolteachers – A 2012 study demonstrated that 93% of schoolteachers in the UK agree with the statement “Individuals learn better when they receive information in their preferred Learning Style (Dekker et al, 2012).”
The first aim of this study was to determine how widespread belief in, and use of, Learning Styles is by academics in UK Higher Education
Summary
The use of so-called ‘Learning Styles’ in education has caused controversy. The basis for the use of Learning Styles is that individual difference between learners can supposedly be captured by diagnostic instruments which classify learners into ‘styles’ such as ‘visual,’ ‘kinaesthetic,’ ‘assimilator,’ etc. But not all, interpretations of Learning Styles theory, to teach individuals using methods which are matched to their ‘Learning Style’ will result in improved learning (Pashler et al, 2008) This interpretation is fairly straightforward to test, and, there are over 70 different instruments for classifying Learning Styles (Coffield et al, 2004) the current status of the Learning Styles in Higher Education literature is that there is no evidence to support the use of Learning Styles in this way (Pashler et al, 2008; Rohrer and Pashler, 2012). Most of this endorsement was implicit and most of the research did not test Learning Styles, rather proceeded on the assumption that their use was a ‘good thing.’ For example, researchers would ask a group of students to complete a Learning Styles questionnaire, and make recommendations for curriculum reform based upon the results
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
