Belief in Learning Styles Myth May Be Detrimental — from apa.org
Many people believe learning styles predict academic and career success, study finds
Excerpts:
WASHINGTON — Many people, including educators, believe learning styles are set at birth and predict both academic and career success even though there is no scientific evidence to support this common myth, according to new research published by the American Psychological Association.
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Previous surveys in the United States and other industrialized countries across the world have shown that 80% to 95% of people believe in learning styles. It’s difficult to say how that myth became so widespread, Nancekivell said.
Also see:
- Maybe They’re Born With It, or Maybe It’s Experience: Toward a Deeper Understanding of the Learning Style Myth — from apa.org by Shaylene E. Nancekivell, Priti Shah, and Susan A. Gelman
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- Learning Styles are NOT an Effective Guide for Learning Design — from debunker.club
Excerpt:
The strength of evidence against the use of learning styles is very strong. To put it simply, using learning styles to design or deploy learning is not likely to lead to improved learning effectiveness. While it may be true that learners have different learning preferences, those preference are not likely to be a good guide for learning. The bottom line is that when we design learning, there are far better heuristics to use than learning styles.
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- Learning styles: Worth our time? — from Cathy Moore
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- Learning Styles Debunked: There is No Evidence Supporting Auditory and Visual Learning, Psychologists Say — from psychologicalscience.org
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- Learning Styles FAQ — by Daniel Willingham
Excerpt:
How can you not believe that that people learn differently? Isn’t it obvious?
People do learn differently, but I think it is very important to say exactly how they learn differently, and focus our attention on those differences that really matter. If learning styles were obviously right it would be easy to observe evidence for them in experiments. Yet there is no supporting evidence. There are differences among kids that both seem obvious to us and for which evidence is easily obtained in experiments, e.g., that people differ in their interests, that students vary in how much they think of schoolwork as part of their identity (“I’m the kind of kid who works hard in school”) and that kids differ in what they already know at the start of a lesson. All three of these have sizable, easily observed effects on learning. I think that often when people believe that they observe obvious evidence for learning styles, they are mistaking it for ability.
From DSC:
While I’ve heard and read through the years that there isn’t support for learning styles — and I’ve come to adopt that perspective as well due to what I’ve read, such as the items listed above — I do think that each of us has our learning preferences (as the debunker club mentioned as well). That is, how we prefer to learn about a new subject:
- Some people like to read the manual.
- Others never pick up the manual…they prefer to use the trial and error / hands-on method.
- Some people prefer to listen to audio books.
- Others prefer to watch videos.
- Others like to read about a new topic.
- Others like to study in a very quiet place — while others prefer some background noise.
- Some people love to learn in a 100% online-based mode…some people hate it, and that delivery method doesn’t work as well for them.
Along these lines…in my mind, offering learning in multiple media and in multiple ways maximizes the enjoyment of learning by a group of people. And now that we’re all into lifelong learning, the enjoyment of learning has notched waaay up in importance in my book. The more we enjoy learning, the more we enjoy life (and vice versa).
In fact, I’m getting closer to the point of putting enjoyment of learning over grades in terms of importance. Grades are a way to compare people/school systems/colleges/universities/etcetera…they are the currency of our current systems…and they are used to “incentivize” students. But such systems and methods often produce game players, not learners.
