Learning Style Preferences
Understanding Learning Styles
The concept of learning styles emerged in the 1970s, proposing that individuals have unique ways of learning that work best for them. This Teaching Tip distinguishes between learning styles and learning preferences, and outlines the Solomon-Felder index of learning styles.
The Research on Learning Styles
Numerous theories suggest different learning styles, such as visual, auditory, or tactile learning, or various cognitive approaches. Despite these theories, there is little evidence to support the idea that people have fixed learning styles or that tailoring instruction to these styles enhances learning. A group of psychologists reviewed the literature in their report, *Learning Styles: Concepts and Evidence*, concluding that while people may have learning preferences, studies have not shown that aligning teaching methods with these preferences improves learning outcomes (Pashler et al., 2008).
In the study "Matching Learning Style to Instruction Method: Effects on Comprehension," Rogowsky et al. (2015) tested the meshing hypothesis, which posits that instruction based on preferred learning styles improves comprehension. They found no significant difference in comprehension when teaching methods matched learning styles. Effective teaching strategies often depend more on the material than on individual preferences. For example, learning to make dilutions in chemistry requires hands-on practice, regardless of a preference for reflective learning.
Important Considerations When Using Learning Styles
Learning preferences describe "characteristic strengths and preferences in the ways [people] take in and process information" (Felder, 1996). Felder (2020) emphasizes several points about learning styles:
1. Learning styles are not strict categories; preferences can shift depending on context.
2. Learning styles are not fixed and can change with experience.
3. Classrooms typically include a mix of learning preferences, so instruction should address all categories.
4. Learning styles should not dictate career choices, as they do not indicate capability.
Felder (2020) notes that the best instructional balance depends on the subject, course level, students' prior knowledge, and the instructor's familiarity with various teaching strategies. This balance ensures students are sometimes taught in their preferred style, avoiding discomfort, and sometimes in less preferred styles, helping them develop new skills.
Solomon-Felder Model
The Solomon-Felder model of learning styles encompasses major approaches to learning preferences and is used by college students to self-assess. Felder (2020) describes the model as a set of dimensions that provide guidelines for designing instruction. Each of the four scales has two opposing preferences, with individuals using all preferences to varying degrees.
Active/Reflective: Active learners process information by discussing and applying it, while reflective learners prefer to think through information before acting.
Sensing/Intuitive: Sensing learners focus on concrete, practical information and details, while intuitive learners prefer abstract, theoretical information and overarching patterns.
Visual/Verbal: Visual learners favor diagrams and charts, while verbal learners prefer written and spoken explanations.
Sequential/Global: Sequential learners organize information linearly and systematically, whereas global learners see the big picture and connect ideas holistically
Learning Strategies for Students
Active Learners: Engage in discussions, use material creatively, and discuss learning with others.
Reflective Learners: Schedule time for reflection, review material regularly, and write summaries.
Sensing Learners: Connect concepts to real-world examples, seek specific examples, and brainstorm applications.
Intuitive Learners: Explore theories, discuss interpretations, and ensure attention to detail.
Visual Learners: Utilize diagrams, videos, and concept maps; color-code notes.
Verbal Learners: Write summaries, convert visuals to words, and participate in discussions.
Sequential Learners: Learn in steps, organize material logically, and relate new topics to previous knowledge.
Global Learners: Understand the big picture first, review summaries before details, and immerse in subjects for extended periods.
For additional support in applying these strategies, CTE staff members are available to assist. Visit the CTE Support page to find the appropriate contact.
References
- Felder, R. (1996). Matters of Style. ASEE Prism, December, pp. 18-23.
- Felder, R. & Soloman, B. (2002). Learning Styles and Strategies.
- Felder, R. (2020). “Opinion: Uses, Misuses, and Validity of Learning Styles.” Advances in Engineering Education, 8(1).
- Massa, L., & Mayer, R. (2006). Testing the ATI hypothesis: Should multimedia instruction accommodate verbalizer-visualizer cognitive style? *Learning and Individual Differences, 16*, 321-335.
- Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. *Psychological Science in the Public Interest Report, 9*(3).
- Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2015). Matching learning style to instructional method: Effects on comprehension. *Journal of Educational Psychology, 107*(1), 64-78.
- Weale, S. (2017, March 13). Teachers must ditch 'neuromyth' of learning styles, say scientists. *The Guardian*.
