Learning Styles Literature Review- Andjulon Richardson

 Learning Styles Literature Review

Andjulon Richardson

Ball State University

 Introduction

Learning styles and those who have extensively researched them have been prevalent in many areas of interest, especially in the academic field. The subject of learning styles has been one that has proven to be complicated and at times controversial. This controversy stems from research that centers its focus on the question of whether learning styles even exist, and if they do, are they meaningful in a person’s professional, intellectual, and academic development. Furthermore, according to Tzu-Chien Liu and Sabine Graf, “although learning styles as important factor in education, students often have to learn in courses that do not match their learning styles (Liu & Graf, 2009).” The main themes that have surrounded the topic of learning styles include:

-        -The research that is has been conducted in order to facilitate a consensus on learning styles’ place in the academic community.

-       How learning styles effectively impact a learner’s ability to synthesize information.

-       The learning styles available to potential learners.

These points make up the foundation for addressing the subject of learning styles, and the literature that aims to provide clarity. Upon completion of this literature review, the consensus of the research will exude that learning styles are indeed an important facet of a learner’s development, learning styles do have an impact on a person’s ability to learn, and that there are several different learning styles available to potential learners.

            In order to gain a better understanding of the significance of learning styles, there is a need to take a look at those who research them. Evans, Cools, and Charlesworth (2010) have identified the European Learning Styles Information Network (ELSIN) as a leading research community that focuses on learning styles. This network of researchers hold international conferences that may focus on any number of topics within the subject of learning styles, with the intention of providing a better understanding and appreciation for learning styles.

            Gogus and Gunes (2011) stated that “knowledge of individual learning styles can help instructors and advisors to design a learning environment that can be suited to students with different interests and preferences.”  Consequently, there was a study conducted of university level students that would analyze a variety of demographics. Some of these demographics included gender, grade level, and cumulative grade point average.

            The design of the study consisted of determining how learning styles affect various student characteristics. More specifically, the study sought to answer four questions: 1. Which learning styles do students present? 2. How do students’ effective learning habits relate to their demographic characteristics such as gender, faculty, grade level and skills such as weekly time management, and study planning? 3. How do students’ effective learning habits relate to their academic performance? 4. Is there a linkage between learning styles and effective learning habits (2011)?

            The results of this particular study concluded that when taking into account a student’s grade point average, there seemed to be a clear preference of learning style among the students. This learning preference was the convergence preference, and constituted a large portion of the students that had relatively higher grade point averages (2011). There were many other characteristics and factors that were taken into consideration, but for the sake of this literature review, a student’s grade point average is one of the most commonly recognized indicators of intelligence. One thing that can be taken away from this particular study is that there may be learning preferences that may yield higher grade point averages. However, this type of assertion cannot be hastily made, for there are number of other factors that need to be taken into consideration. For instance, this is just one example of study where a learning style happened to be preferred than others of students that happen to have better grade point averages. For a theory or notion to be truly empirical, these results would have to have the ability to be replicated.

            Although a student’s grade point average may have some form of correlation with learning styles, there are other characteristics of students that must be taken into consideration. Bolliger and Supanakorn (2011) conducted a study that analyzed students’ learning styles and how they interpreted interactive online tutorials. This study concluded “significant main effects for gender and learning style, and gender and the perception of usefulness. The relationship between learning styles and gender was statistically significant.” Some of the various learning styles of students were mentioned in the study, and provides a good description; “Visual learners prefer maps, charts, graphs, diagrams and pictures. Aural learners like to explain new ideas to others and discuss topics with other students and teachers. Learners with a read/write preference favour essays, reports, textbooks, and manuals. Kinesthetic learners prefer field trips, trial and error, and hands-on approaches (2011).”

            The method that this study implemented included having a group of students first complete an assessment of their learning styles. Then, these same students were given an online tutorial to complete. As mentioned previously, the study concluded that there was a significant correlation between gender and learning styles. The relevance of this conclusion again points to the usefulness for educators. Having the ability to quickly assess and determine a student’s learning style can essentially mean providing an effective curriculum. If gender could be a successful indicator of an individual’s learning preference, then an educator could utilize that as part of an initial assessment to determine a person’s learning preference. Of course there are other factors to take into consideration, this is just merely one factor that can be easily identified for an educator. This study also took a look at how the students perceived the online tutorial that was completed. This is yet another beneficial analysis of the students’ learning styles.

            Online learning, or the use of technology in the learning environment for that matter, has grown exponentially within the past decade, and shows no indication of slowing down. As the popularity of technology within the learning environment increases, educators need to be able to determine if there is correlation between a student’s ability to effectively use technology and their learning preferences. If this was the case, educators could identify those students that had a learning preference that carried a strong disposition to the use of technology or online learning, and tailor that student’s curriculum to include technology or online learning. However, according to the study there was no clear indication of a student’s learning style and their perception of the online tutorial (2011).

            So what does this mean for online learning and learning preferences? This could simply mean that when it comes to technology and learning, it could very well not matter what learning style a student has. However, Bolliger and Supanakorn pointed to the fact that students could have more than one learning style. Whether the learning preference utilized depended on the circumstances is another matter to discuss.

            Even though there has been an extensive amount of research and publications dedicated to the topic of learning styles, there are some that are critical of the field altogether. When presenting a topic that affects such a large scale of people, it is important to recognize those that do not exactly agree with a field. Riener and Willingham (2010) had stated “there is no credible evidence that learning styles exists.” This type of statement would undoubtedly cause a stir within the learning style research community, especially seeing as that there is such a wealth of information that has been derived from reputable scholars. It is also important to note that with regards to this publication, there was no study conducted to back up their claims. However, in the fairness of not exhibiting any biasness, all work related to learning style theory should have a voice.

            According the publication, the assertion that learning styles do not exist stems from a couple reasons. One claim that the paper makes is that there is no preference in learning, only a preference in completing a task. Based on Reiner and Willingham, “learning is equivalent whether students learn in a preferred mode or not. (2010)” Another claim that is made from the publication is that learning style theory has yet to show substantial evidence that matching a student’s preference of learning with the corresponding material will yield better results. The paper basically states that while there no evidence that learning styles have validity, there is no evidence to support the claim that learning styles do have validity in the education realm.

            Upon analysis of this publication, it seems that there is no reason to believe that learning styles do not exist. The authors’ assertions are merely statements made without any factual basis. Furthermore, it is important to note that there have been links made between learning styles and the subsequent success of learning material based on addressing those styles. It should also be noted that these claims have been supported by studies conducted.

            Another study that analyzed students’ learning preferences as it related to online learning environments supports the same notions as previous studies. Halbert, Kriebel, Cuzzolino, Coughlin, and Fresa-Dillon (2011) conducted a study that “correlated certain self-identified learning styles with the use of self-selected online learning materials.” The outcome of the study showed that the students’ learning preferences did not prove to be an indicator of the subsequent grades received. This essentially means that there was no one learning style that was better than another. Although this was the case, the study did show that “students who described their learning styles as active, intuitive, global, and/or visual were more likely to use online educational resources than those who identified their learning style as reflective, sensing, sequential, and/or verbal (2011).” What this means for educators is that while learning preferences do not exactly correlate better grades, those who do exhibit learning preferences will select learning materials accordingly.

            Learning styles has been a subject that has been extensively researched; yet there is still much to be discovered. One major theme that can be synthesized from the various pieces of literature is that it seems that there is a consensus of while learning styles do not always line up with making better test scores or making higher grades, students will still express their preference of learning material according to their style. So what can educators take away from this? While teaching towards a student’s learning style might not seem like a direct relation to making better grades, there are still other benefits that arise from this. Educators must understand that there is no clear cut path to the retention of information within an individual. Simply playing to a person’s strengths will not guarantee successful results. However, it would not be hard to believe that a person who is allowed to adhere to their learning styles will be at a more comfortable learning level. This would consequently play into the student’s overall well being, which could possibly lead to less distractions, and better retention of information. Furthermore, while there are advocates that may suggest that learning styles do not exist, there are those that firmly believe learning style theory to be a crucial component of the future of education. It is just up to educators and future educators to continue to search.

Bibliography

Bolliger, D. U., & Supanakorn, S. (2011). Learning Styles and Student Perceptions of the Use of Interactive Online Tutorials. British Journal of Educational Technology , 42 (3), 470-481.

Evans, C., Cools, E., & Charlesworth, M. Z. (2010). Teaching in Higher Education- How Cognitive and Learning Styles Matter. Teaching in Higher Education , 15 (4), 467-478.

Gogus, A., & Gunes, H. (2011). Learning Styles and Effective Learning Habits of University Students: A Case from Turkey. College Student Journal , 45 (3), 586-600.

Halbert, C., Kriebel, R., Cuzzolino, R., Coughlin, P., & Fresa-Dillon, K. (2011). Self Assessed Learning Style Correlates to Use of Supplemental Learning Materials in an Online Course Management System. Medical Teacher , 33 (4), 331-333.

Liu, T.-C., & Graf, S. (2009). Coping with Mismatched Courses: students' behaviour and performance in courses mismatched to their learning styles. EducationalTechnology Research and Development , 57 (6), 739-752.

Reiner, C., & Willingham, D. (2010). The Myth of Learning Styles. Change , 42 (5), 32-35.