Learning styles
Introduction
Learning styles is said to play a role in the classroom. It is said that students find it easier to learn when their learning
styles are taken into consideration and accommodated. Acknowledging the various learning styles and the techniques
one can use in the classroom to make enhance the learning experience, would therefore be of utmost importance. Is
there a link between the learning styles and the teaching methods preferred by students?
Learning styles are various approaches or ways of learning.[1] They involve educating methods, particular to an
individual, presumed to allow that individual to learn best. Most people prefer an identifiable method of interacting
with, taking in, and processing stimuli or information. Based on this concept, the idea of individualized "learning styles"
originated in the 1970s, and acquired "enormous popularity". [2]
Proponents say that teachers should assess the learning styles of their students and adapt their classroom methods to best
fit each student's learning style, which is called the 'meshing hypothesis.[ 3][4]
A preferred learning style is the way in which a student learns best, which reflects the relative strengths or weaknesses
of that student’s underling cognitive (learning) skills. Different scholars use different learning style categories. Multiple
Intelligence (MI) theory maintains that there are at least seven learning styles (“intelligences”): interpersonal, intrapersonal, body/kinesthetic, visual/spatial, logical/mathematical, verbal/linguistic, and musical/rhythmic (D. Lazear,
1991).
Types of Learning Styles Types of Learning Styles: The Three Main Types
There are three main types of learning styles: auditory, visual, and kinesthetic.
Auditory Learners: Hear
A student with an auditory learning style learns best when information is delivered in auditory formats such as lectures,
discussions, oral readings, audio recordings, or podcasts. Auditory learners do well in classroom settings where
professor lectures and student discussions are the norm. These students also do well with taped courses and group study
situations.
Reciting information out loud and having music in the background may be a common study method. Other noises may
become a distraction resulting in a need for a relatively quiet place.
Visual Learners: See
A student with a visual learning style learns best when information is presented in visual formats such as books, articles,
web pages, images, videos, or diagrams. Visual learners do well with class handouts, power point presentations, movies,
and chalkboards. These students take detailed notes, highlight their texts, and use flow charts for study aids.
For them, it’s easy to look at charts and graphs, but they may have difficulty focusing while listening to an explanation.
Kinesthetic Learners: Touch
Kinesthetic learners process information best through a “hands-on” experience. Actually doing an activity can be the
easiest way for them to learn. Sitting still while studying may be difficult, but writing things down makes it easier to
understand.
These students want to hold and manipulate the subject matter, rather than merely viewing an image of it.
Types of Learning Styles: What Everybody Should Know
Although, most people use a combination of the three learning styles, they usually have a clear preference for one.
Knowing and understanding the types of learning styles is important for students of any age. It is advantageous for
students to understand their type of learning style early on so that homework and learning may become easier and less
stressful in the future. Although it may be tempting to stick with what works, it’s important to practice and train the
other types of learning styles early on so that, as he grows, the child can utilize the other types just as effectively.
Types of Learning Styles: A Renaissance Child
A well-balanced, intelligent child is able to develop all three types of learning styles. Just because a child has a
dominant learning style doesn’t mean that the other types can’t be improved. Having just one dominant learning style,
and relying on that style only, can debilitate a child’s true potential. There are many different ways to train the different
types of learning styles, but it ultimately comes down to training the cognitive skills. Cognitive skills are the
foundational building blocks of each learning style. Without properly trained cognitive skills, a child isn’t able to use or
take advantage of the other learning styles effectively.
Models
Fleming's VAK/VARK model
One of the most common and widely-used [5] categorizations of the various types of learning styles is Fleming's VARK
model (sometimes VAK) which expanded upon earlier Neuro-linguistic programming (VARK) models[6]:
1. visual learners;
2. auditory learners;
3. kinaesthetic learners or tactile learners.[1]
Fleming claimed that visual learners have a preference for seeing (think in pictures; visual aids such as overhead slides,
diagrams, handouts, etc.). Auditory learners learn best through listening (lectures, discussions, tapes, etc.).
Tactile/kinesthetic learners prefer to learn via experience—moving, touching, and doing (active exploration of the
world; science projects; experiments, etc.). Its use in pedagogy allows teachers to prepare classes that address each of
these areas. Students can also use the model to identify their preferred learning style and maximize their educational
experience by focusing on what benefits them the most.
Other models
Aiming to explain why aptitude tests, school grades, and classroom performance often fail to identify real ability,
Robert J. Sternberg listed various cognitive dimensions in his book Thinking Styles (1997). Several other models are
also often used when researching learning styles. This includes the Myers Briggs Type Indicator (MBTI) and the DISC
assessment.
Assessment Methods
Methods (usually questionnaires) used to identify learning styles include Fleming's VARK Learning Style Test,
Jackson's Learning Styles Profiler (LSP), and the NLP meta programs based iWAM questionnaire. Many other tests
have gathered popularity and various levels of credibility among students and teachers.
Criticism
Learning-style theories have been criticized by many.
The critique made by Coffield, et al.
A non-peer-reviewed literature review by authors from the University of Newcastle upon Tyne identified 71 different
theories of learning style.[10] This report, published in 2004, criticized most of the main instruments used to identify an
individual's learning style. In conducting the review, Coffield and his colleagues selected 13 of the most influential
models for closer study, including most of the models cited on this page. They examined the theoretical origins and
terms of each model, and the instrument that was purported to assess types of learning style defined by the model. They
analyzed the claims made by the author(s), external studies of these claims and independent empirical evidence of the
relationship between the 'learning style' identified by the instrument and students' actual learning. Coffield's team found
that none of the most popular learning style theories had been adequately validated through independent research,
leading to the conclusion that the idea of a learning cycle, the consistency of visual, auditory and kinesthetic preferences
and the value of matching teaching and learning styles were all "highly questionable."
One of the most widely-known theories assessed by Coffield's team was the learning styles model of Dunn and Dunn, a
VAK model.[11] This model is widely used in schools in the United States, and 177 articles have been published in peerreviewed journals referring to this model.[10] The conclusion of Coffield et al. was as follows:
Despite a large and evolving research programme, forceful claims made for impact are questionable because
of limitations in many of the supporting studies and the lack of independent research on the model.[10]
Applications: Learning styles in the classroom
Various researchers have attempted to provide ways in which learning style theory can take effect in the classroom.
Two such scholars are Dr. Rita Dunn and Dr. Kenneth Dunn.
In their book, Teaching Students Through Their Individual Learning Styles: A Practical Approach, they give a
background of how learners are affected by elements of the classroom and follow it with recommendations of how to
accommodate students’ learning strengths. Dunn and Dunn write that “learners are affected by their: (1) immediate
environment (sound, light, temperature, and design); (2) own emotionality (motivation, persistence, responsibility, and
need for structure or flexibility); (3) sociological needs (self, pair, peers, team, adult, or varied); and (4) physical needs
(perceptual strengths, intake, time, and mobility)” [3] .
They analyze other research and make the claim that not only can students identify their preferred learning styles, but
that students also score higher on tests, have better attitudes, and are more efficient if they are taught in ways to which
they can more easily relate. Therefore, it is to the educator’s advantage to teach and test students in their preferred
styles.[3]
Although learning styles will inevitably differ among students in the classroom, Dunn and Dunn say that teachers
should try to make changes in their classroom that will be beneficial to every learning style. Some of these changes
include room redesign, the development of small-group techniques, and the development of Contract Activity
Packages.[3] Redesigning the classroom involves locating dividers that can be used to arrange the room creatively (such
as having different learning stations and instructional areas), clearing the floor area, and incorporating student thoughts
and ideas into the design of the classroom.[3]
Small-group techniques often include a “circle of knowledge” in which students sit in a circle and discuss a subject
collaboratively as well as other techniques such as team learning and brainstorming.[3] Contract Activity Packages are
educational plans that facilitate learning by using the following elements: 1) clear statement of what the students needs
to learn; 2) multi sensory resources (auditory, visual, tactile, kinesthetic) that teach the required information; 3)
activities through which the newly-mastered information can be used creatively; 4) the sharing of creative projects
within small groups of classmates; 5) at least 3 small-group techniques; 6) a pre-test, a self-test, and a post-test.[3]
Another scholar who believes that learning styles should have an effect on the classroom is Marilee Sprenger, as
evidenced by her book, Differentiation through Learning Styles and Memory.
Sprenger bases her recommendations for classroom learning on three premises: 1) Teachers can be learners, and
learners can be teachers. We are all both. 2) Everyone can learn under the right circumstances. 3) Learning is fun! Make
it appealing.[4]
She details various ways in which teachers can teach so that students will remember. She categorizes these teaching
methods according to which learning style they fit—visual, auditory, or tactile/kinesthetic.
Methods for visual learners include ensuring that students can see words written down, using pictures when describing
things, drawing time lines for events in history, writing assignments on the board, using overhead
transparencies/handouts, and writing down instructions.[4]
Methods for auditory learners include repeating difficult words and concepts aloud, incorporating small-group
discussion, organizing debates, listening to books on tape, writing oral reports, and encouraging oral interpretation.[4]
Methods for tactile/kinesthetic learners include providing hands-on activities (experiments, etc.), assigning projects,
having frequent breaks to allow movement, using visual aids and objects in the lesson, using role play, and having field
trips.[4]
By using a variety of teaching methods from each of these categories, teachers are able to accommodate different
learning styles.
Research that is evaluating the high, intermediate and moderate levels of teacher-centered versus learner-centered
learning styles have found that congruent groups have no significant differences in achievement than incongruent
groups (Spoon & Schell, 1998). Furthermore, learning style was significantly different on demographic variables,
specifically age, suggesting a change in learning style as one gets older and acquires more experience. While significant
age differences did occur, as well as no experimental manipulation of classroom assignment, the findings do call into
question the aim of congruent teaching-learning styles in the classroom.
The Surveys:
Learning styles and the various Teaching Methods
Learning styles can be divided into three broad categories, namely auditory, visual and kinaesthetic. In trying
to accommodate these learning styles one can use power point presentation, pictures, mind maps for the
visual learners; lecture method, peer teaching etc for the auditory learners; and activities, role play etc for the
kinaesthetic learners. Some teaching methods can be used to accommodate all or a combination of the
learning styles, for e.g. you tube videos can be used with audio and visual learners.
Based on the above, I conducted surveys. The aim of the surveys was to establish if there is a link between the
learning styles and the type of teaching methods, students prefer that the educator use in the classroom.
Two surveys were conducted:
Learning Style Survey [12], taken from the internet, from which I chose only ten questions
 Survey titled ‘Learning in the Classroom’, which I drew up. This survey included 10 different
teaching methods a lecturer could use in the classroom.
The survey was conducted at Rosebank College, Durban central.
Thirty –two, black students between the ages of 18-22, were asked to answer the both surveys. Students were
chosen from the Higher Certificate Programme and 1st, 2nd and 3rd level Diploma students.
These were my findings. The Pie Chart (Diagram 1) describes the percentage of students that fall into each
learning style category. From analyzing the thirty- two learning style surveys it was found that majority of the
students are auditory learners followed by visual learners and lastly kinaestethic learners.
Diagram 1: Learning styles
6, 19%
AUDITORY
6, 19%
20, 62%
VISUAL
KINAESTEHTIC
The next step was to analyze the teaching methods to establish the methods preferred by these learners.
Ten methods were randomly chosen and students were asked to tick which method they liked, disliked or had
mixed feelings about and add comments. Findings are described in Diagrams 2A and 2B (the numbers on the
bars represent the number of students). Likes in games, puzzles, quizzes and movies were very high;
activities, group discussions, role play and you tube videos about average and informal tests and exercises and
lecture method were the lowest amongst these students. The comments varied for the different methods.
Based on this one can conclude which methods are most preferred or enjoyed by this group of students.
Diagram 2A: Learning in Class
100
80
30
60
LIKE
Percentage
of
Students
25
25
MIXED
FEELINGS
40
DISLIKE
16
20
14
10
6
7
5
5
2
1 1
0
Activities
11
Games
Puzzles
2
Informal
Tests
Quiz
Teaching Methods
Diagram 2B: Learning in Class
100
80
LIKE
Percentage
of
Students
60
27
40
8
9
DISLIKE
19
19
15
20
MIXED
FEELINGS
12
7
6
14
8
6
5
3 2
0
Group
Discussions
Role play
Lecture
method
Teaching Method
You tube
videos
Movies
The question that needs to be answered: Is there a link between the learning styles and the teaching methods
preferred by these students?
According to Fleming’s VAK/VARK Model: auditory learners prefer lectures, discussions, tapes etc; visual
learners prefer pictures, visual aids such as overhead slides, diagrams, handouts etc and kinaestetic learners
prefer active exploration, science projects, experiments etc.
Learningrx indicates that: auditory learners prefer lectures, discussions, oral readings, audio recordings, or
podcasts; visual learners prefer books, articles, web pages, images, videos, or diagrams, class handouts,
power point presentations, movies, and chalkboards and kinaesthetic learners prefer hands-on” experienceactually doing an activity.
Using the information above; the teaching methods from the survey can be grouped as follows:
 Auditory: lecture method, group discussions and quiz,
 Visual: you tube videos and movies
 Kinaesthetic: activities, informal tests and exercises, puzzles, games, role play
Some of the above teaching methods accommodate more than one learning style. Movies and you tube videos
are both auditory and visual; puzzles can be visual; and role play and games can be auditory, visual and
kinaestethic.
From analyzing the learning style survey, it was found that majority of the students were auditory learners,
followed by visual learners and lastly kinaesthetic, and from analyzing the teaching methods survey it was
concluded that most of these students prefer games, puzzles, quizzes and movies, some prefer group
discussions, role play and you tube videos. Lecture method was the least liked and 14 out of 32 students
indicated that they had mixed feelings about this method. This could mean one of two things: students do not
fully understand the concept or they like lectures that are interesting in nature.
Based on these finding it appears that there may actually be a link between the learning styles and the teaching
methods students prefer.
Limitations






Surveyed only thirty-two students.
All students are from the black population.
Surveys were conducted at one campus only.
Teaching methods could have been more carefully selected
The surveys mentioned only ten teaching methods and only ten questions were chosen concerning the
learning styles.
More research could have been conducted concerning the learning styles.
Conclusion
Learning styles play a role in the classroom and accommodating these styles will enhance the learning
process. Educators have to constantly try to use different methods of teaching and learning in order to help all
students gain an understanding of the subject material, engage students in the various lessons and gain and
maintain the interest and the attention of the students. Students generally absorb much more when educators
find a balance between the learning styles and the way in which the subject material is taught. There is no
perfect solution to this scenario but educators should try to accommodate students from different backgrounds
with different learning styles.
References
1.
^ a b LdPride. (n.d.). What are learning styles? Retrieved October 17, 2008
11.
^ a b c d e Pashler, H.; McDaniel, M.; Rohrer, D.; Bjork, R. (2009). "Learning styles: Concepts and
evidence". Psychological Science in the Public Interest 9: 105–119.
^ a b c d e f g h i Dunn, R, & Dunn, K (1978). Teaching students through their individual learning styles:
A practical approach. Reston, VA: Reston Publishing Company.
^ a b c d e Sprenger, M. (2003). Differentiation through learning styles and memory. Thousand Oaks,
CA: Corwin Press
^ Leite, Walter L.; Svinicki, Marilla; and Shi, Yuying: Attempted Validation of the Scores of the
VARK: Learning Styles Inventory With Multitrait–Multimethod Confirmatory Factor Analysis Models, pg. 2.
SAGE Publications, 2009.
^ Thomas F. Hawk, Amit J. Shah (2007) "Using Learning Style Instruments to Enhance Student
Learning" Decision Sciences Journal of Innovative Education doi:10.1111/j.1540-4609.2007.00125.x
^ Curry, L. (1990). "One critique of the research on learning styles". Educational Leadership 48: 50–
56.
^ Stahl, S. A. (2002). Different strokes for different folks? In L. Abbeduto (Ed.), Taking sides:
Clashing on controversial issues in educational psychology (pp. 98-107). Guilford, CT, USA: McGraw-Hill.
^ "Guy Claxton speaking on What's The Point of School?". dystalk.com.
http://www.dystalk.com/talks/49-whats-the-point-of-school. Retrieved 2009-04-23.
^ a b c Coffield, F., Moseley, D., Hall, E., Ecclestone, K. (2004). Learning styles and pedagogy in post16 learning. A systematic and critical review. London: Learning and Skills Research Centre.
^ Dunn, R., Dunn, K., & Price, G. E. (1984). Learning style inventory. Lawrence, KS, USA:
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http://www.usd.edu/trio/tut/ts/stylest.html
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Spoon J.C., & Schell, J.W. (1998). Aligning student learning styles with instructor teaching styles. Journal of Industrial
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http://en.wikipedia.org/wiki/Learning_styles
http://www.learningrx.com/learning-styles.htm
http://www.learningrx.com/types-of-learning-styles-faq.htm