According to many, 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). 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. The use of so-called ‘Learning Styles’ in education has caused controversy. We argue that the interests of all may be better served by promoting evidence-based approaches to Higher Education. 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.
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. Far more reported using a number of techniques that are demonstrably evidence-based. Critically the percentage of respondents who reported actually using Learning Styles (33%) was much lower than those who reported believing in their use. 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. We also attempted to understand how academics view the potential harms associated with the use of Learning Styles. 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. Despite this, belief in the use of Learning Styles appears to be widespread amongst schoolteachers and persists in the research literature. This idea has been repeatedly tested and there is currently no evidence to support it.
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.
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