Week 04 28/10/2024

Learning styles theory and learning

Felix and Mednick, (2008) argue that this theory of learning emphasizes
the fact that individuals perceive and process information in very different ways.
The learning styles theory advocates that how much individuals learn has more
to do with whether educational experiences teaching are adjusted toward their
preferred learning style than whether or not they are ―smart‖. In fact, educators
should not ask, ―Is this student smart?‖ but rather―How is this student smart?‖
(Weyers, 2005, p.33).
The concept of learning styles is established in the classification of
psychological types. The learning styles theory is based on an inquiry
illustrating that, as the result of heredity and current environmental, distinctive
individuals have an inclination to perceive and process information differently.
Definitions of learning styles
More than 35years ago, Dunn and Dunn (1981) declared that we can no
longer assume that all students learn through whichever strategy the teacher
prefers to use. In admiting the importance of fitting and adapting curriculum and
instruction to learners‘ aptitudes, Keefe (1979) movingly states ―learning styles
diagnosis opens the door to placing individualized instruction on a more rational
basis. It gives the most powerful leverage yet available to educators to analyze,
motivate, and assist students in school, as such, it is the foundation of a
truly modern approach to education‖ (p.124).
There are convergent definitions of learning styles lie in the specific
number and types of learning styles that are identified, as well as how they are
measured. Some researchers have developed learning style inventories that ask
students to self-report their learning preferences. Other researchers have used
neuroimaging studies to identify different brain activation patterns associated
with different learning styles. For example, one study found that people who
prefer to learn visually have more active visual cortices than people who prefer
to learn auditorily. Another study found that people who prefer to learn
kinesthetically have more active motor cortices than people who prefer to learn
visually or auditorily.

Here are some specific examples of neuroimaging studies on learning styles:

  A study by Schlaggar, McCandliss and Ollinger (2003) used MRI to scan
the brains of children while they were learning to read. The study found
that children who were good at visual learning had more active visual
cortices than children who were good at auditory learning.

Although widespread agreement supports the existence of individual

differences and learning styles, researchers often define this concept differently
(Dunn & Dunn, 1981). According to Dunn (1983), learning style is an approach
used by individuals to absorb, retain and process new information. These
definitions reveal that:
1. Learning styles are simply different approaches or ways of learning.
2. Learning style refers to students‘ preferences for some kinds of learning
activities over others.
3. learning styles are characteristic approaches to learning and studying.
4. Students who recognize their own style are more likely to be better achievers,
having higher grades, have more positive attitudes about their studies, feel
greater self-confidence and exhibit more skill in applying their knowledge in
courses.
5. Learning style refers to prefer mode of problem solving, thinking or learning
used by an individual.
6. Learning style means the different ways of learning and making meaning of
information.
There exists a range of learning styles and models accessible which have
been developed during the past few decades. Some learning style researchers try
to eliminate confusion about the concept (Magoulas & Chen, 2006). According
Nielsen (2012) said in one such attempt suggested by Curry 1983 learning styles
approaches were categorized into three levels. This was called Curry‘s onion
model (Figure 2.1) as cited in Coffield et al., 2004. This model attempts to
explain how learning style can be viewed as both a structure and a process, both
relatively stable and at the same time open to modification. Curry‘s model
argues that all learning-style measures can be classified into three groups or
strata resembling layers of an onion‖. His model consisted of:
1/ Outermost layer of the onion: Curry refers to this as instructional
preference, and of all measures of learning styles this is the most unstable.
Learning environment and individual and teacher expectations can influence
instructional preferences. An example of this a learning-styles measure at this
level would be the ‗Learning Preference Inventory‘
2/ Middle layer of the onion: Curry refers to this as the informational
processing style. This learning style reflects the individual‘s intellectual
approach to integrating or assimilating information. This type of learning style is
more stable than instructional preferences but may still be influenced by
learning strategies. An example of a learning-style measure at this level
would be the ―Learning Style Inventory‘ (Kolb, 1976)
3/ Innermost layer of the onion: Curry refers to this as cognitive personality
style, which is defined as the individual‘s approach to assimilating and adapting
information. This dimension does not interact with the environment, although
this dimension fundamentally controls all learning behavior. An example of a
learning-style measure at this level would be the MyersBriggs Type Indicator
(Myers, 1962 as cited in Bentham, 2002)

In the same vein, De Bello (1990) stated that a generic definition of

learning styles would be explainghow learners receive, process and maintain
information. Moreover, De Bello assessed eleven learning style models which
had been developed in American educational systems and categorized learning
style models into two categories - multidimensional, which were inclusive of
cognitive, affective and psychological characteristics; or one-dimensional,
which had a single variable, either cognitive or psychological (De Bello,1990).
Besides, Reid (1995) separated learning styles research into three major
categories: cognitive learning styles, sensory learning styles and personality
learning styles.
Learning Styles Theories/Models
The Myers–Briggs Type Indicator (MBTI)
Both Myers and Briggs were fascinated by Jung's theory of psychological
types and recognized that the theory could have real-world applications. During
World War II, they began researching and developing an indicator that could be
utilized to help understand individual differences.1
By helping people understand themselves, Myers and Briggs believed that
they could help people select occupations that were best suited to their
personality types and lead healthier, happier lives.
Myers created the first pen-and-pencil version of the inventory during the
1940s, and the two women began testing the assessment on friends and family.
They continued to fully develop the instrument over the next two decades.2
An Overview of the Test
Based on the answers to the questions on the inventory, people are
identified as having one of 16 personality types. The goal of the MBTI is to
allow respondents to further explore and understand their own personalities
including their likes, dislikes, strengths, weaknesses, possible career
preferences, and compatibility with other people.
No one personality type is "best" or "better" than another. It isn't a tool
designed to look for dysfunction or abnormality. Instead, its goal is simply to
help you learn more about yourself. The questionnaire itself is made up of four
different scales.
Extraversion (E) – Introversion (I)
The extraversion-introversion dichotomy was first explored by Jung in
his theory of personality types as a way to describe how people respond and
interact with the world around them. While these terms are familiar to most
people, the way in which they are used in the MBTI differs somewhat from their
popular usage.
Extraverts (also often spelled extroverts) are "outward-turning" and tend
to be action-oriented, enjoy more frequent social interaction, and feel energized
after spending time with other people. Introverts are "inward-turning" and tend
to be thought-oriented, enjoy deep and meaningful social interactions, and feel
recharged after spending time alone.
We all exhibit extraversion and introversion to some degree, but most of
us tend to have an overall preference for one or the other.
Sensing (S) – Intuition (N)
 This scale involves looking at how people gather information from the
world around them. Just like with extraversion and introversion, all people
spend some time sensing and intuiting depending on the situation. According to
the MBTI, people tend to be dominant in one area or the other.
People who prefer sensing tend to pay a great deal of attention to reality,
particularly to what they can learn from their own senses. They tend to focus on
facts and details and enjoy getting hands-on experience. Those who prefer
intuition pay more attention to things like patterns and impressions. They enjoy
thinking about possibilities, imagining the future, and abstract theories.
Thinking (T) – Feeling (F)
This scale focuses on how people make decisions based on the
information that they gathered from their sensing or intuition functions. People
who prefer thinking place a greater emphasis on facts and objective data.
They tend to be consistent, logical, and impersonal when weighing a
decision. Those who prefer feeling are more likely to consider people and
emotions when arriving at a conclusion.
Judging (J) – Perceiving (P)
The final scale involves how people tend to deal with the outside world.
Those who lean toward judging prefer structure and firm decisions. People who
lean toward perceiving are more open, flexible, and adaptable. These two
tendencies interact with the other scales.
Most people at least spend some time engaged in extraverted activities.
The judging-perceiving scale helps describe whether you behave like an
extravert when you are taking in new information (sensing and intuiting) or
when you are making decisions (thinking and feeling). The diagram below
dymestifies the 16 personality types based on the four dicotomies as eexplained
above.