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2 • The Truth About Learning Styles

STUDENT PROFILE
“When I came to college, I was a great STEM student. I knew the best ways to study for understanding the
complexity of cellular mechanisms, but I had no idea how to study for classes where I would need to draw
upon political theory or even how to memorize vocabulary words for language classes. Since I am now a
humanities student studying Russian, I learned the hard way that you cannot study for every class the
same way.
“For my first Russian vocabulary quiz, I studied almost 14 hours because I could not remember the words
no matter how hard I tried. I was studying the Russian textbook the same way that I would study for a
Chemistry or Biology class: to simply read the chapter or vocabulary list over and over again. I knew that I
could not afford to be this time-inefficient for the entire semester, so I asked my professor for some tips on
how to study for her class. Now, I start studying three days before each quiz by making flash cards the first
day, studying the words from Russian to English the second day, and then studying the words from English
to Russian by writing them down the third day. This new method is not one that works well for every class,
but that’s the beauty of it! I am a better learner because I have found ways to use a more diverse range of
studying tactics.”
— Gabby Kennedy, Baylor University

About This Chapter
In this chapter you will learn about the art of learning itself, as well as how to employ strategies that enable
you to learn more efficiently.
After reading this chapter, you should be able to do the following:
•
•
•
•
•

Discover the different types of learning and your learning practices.
Make informed and effective learning choices in regards to personal engagement and motivation.
Identify and apply the learning benefits of a growth mindset.
Evaluate and make informed decisions about learning styles and learning skills.
Recognize how personality type models influence learning and utilize that knowledge to improve your own
learning.
• Identify the impact of outside circumstances on personal learning experiences and develop strategies to
compensate for them.
• Recognize the presence of the “hidden curriculum” and how to navigate it.

2.1 The Power to Learn
Estimated completion time: 18 minutes.
Questions to consider:
• What actually happens to me when I learn something?
• Am I aware of different types of learning?
• Do I approach studying or practicing differently depending on the desired outcome?
Welcome to one of the most empowering chapters in this book! While each chapter focuses on showing you
clear paths to success as a student, this one deals specifically with what is at the core of being a student: the
act of learning.

Access for free at openstax.org

2.1 • The Power to Learn

We humans have been obsessed with how we learn and understand things since ancient times. Because of
this, some of our earliest recorded philosophies have tried to explain how we take in information about the
world around us, how we acquire new knowledge, and even how we can be certain what we learn is correct.
This obsession has produced a large number of theories, ideas, and research into how we learn. There is a
great deal of information out there on the subject—some of it is very good, and some of it, while well
intentioned, has been a bit misguided.
Because of this obsession with learning, over the centuries, people have continually come up with new ideas
about how we acquire knowledge. The result has been that commonly held “facts” about education have been
known to change frequently. Often, what was once thought to be the newest, greatest discovery about
learning was debunked later on. One well-known example of this is that of corporal punishment. For most of
the time formal education has existed in our society, educators truly believed that beating students when they
made a mistake actually helped them learn faster. Thankfully, birching (striking someone with a rod made from
a birch tree) has fallen out of favor in education circles, and our institutions of learning have adopted different
approaches. In this chapter, not only will you learn about current learning theories that are backed by
neuroscience (something we did not have back in the days of birching), but you will also learn other learning
theories that did not turn out to be as effective or as thoroughly researched as once thought. That does not
mean those ideas about learning are useless. Instead, in these cases you find ways to separate the valuable
parts from the myths to make good learning choices.
"Research has shown that one of the most influential aids in learning is an understanding about
learning itself."

What Is the Nature of Learning?
To begin with, it is important to recognize that learning is work. Sometimes it is easy and sometimes it is
difficult, but there is always work involved. For many years people made the error of assuming that learning
was a passive activity that involved little more than just absorbing information. Learning was thought to be a
lot like copying and pasting words in a document; the student’s mind was blank and ready for an instructor to
teach them facts that they could quickly take in. As it turns out, learning is much more than that. In fact, at its
most rudimentary level, it is an actual process that physically changes our brains. Even something as simple as
learning the meaning of a new word requires the physical alteration of neurons and the creation of new paths
to receptors. These new electrochemical pathways are formed and strengthened as we utilize, practice, or
remember what we have learned. If the new skill or knowledge is used in conjunction with other things we
have already learned, completely different sections of the brain, our nerves, or our muscles may be tied in as a
part of the process. A good example of this would be studying a painting or drawing that depicts a scene from
a story or play you are already familiar with. Adding additional connections, memories, and mental
associations to things you already know something about expands your knowledge and understanding in a
way that cannot be reversed. In essence, it can be said that every time we learn something new we are no
longer the same.
In addition to the physical transformation that takes place during learning, there are also a number of other
factors that can influence how easy or how difficult learning something can be. While most people would
assume that the ease or difficulty would really depend on what is being learned, there are actually several
other factors that play a greater role.
In fact, research has shown that one of the most influential factors in learning is a clear understanding about
learning itself. This is not to say that you need to become neuroscientists in order to do well in school, but
instead, knowing a thing or two about learning and how we learn in general can have strong, positive results
for your own learning. This is called metacognition (i.e., thinking about thinking).
Some of the benefits to how we learn can be broken down into different areas such as
• attitude and motivation toward learning,

2 • The Truth About Learning Styles

STUDENT PROFILE

“When I came to college, I was a great STEM student. I knew the best ways to study for understanding the

complexity of cellular mechanisms, but I had no idea how to study for classes where I would need to draw

upon political theory or even how to memorize vocabulary words for language classes. Since I am now a

humanities student studying Russian, I learned the hard way that you cannot study for every class the

same way.

“For my first Russian vocabulary quiz, I studied almost 14 hours because I could not remember the words

no matter how hard I tried. I was studying the Russian textbook the same way that I would study for a

Chemistry or Biology class: to simply read the chapter or vocabulary list over and over again. I knew that I

could not afford to be this time-inefficient for the entire semester, so I asked my professor for some tips on

how to study for her class. Now, I start studying three days before each quiz by making flash cards the first

day, studying the words from Russian to English the second day, and then studying the words from English

to Russian by writing them down the third day. This new method is not one that works well for every class,

but that’s the beauty of it! I am a better learner because I have found ways to use a more diverse range of

studying tactics.”

— Gabby Kennedy, Baylor University

About This Chapter

In this chapter you will learn about the art of learning itself, as well as how to employ strategies that enable

you to learn more efficiently.

After reading this chapter, you should be able to do the following:

•

Discover the different types of learning and your learning practices.

Make informed and effective learning choices in regards to personal engagement and motivation.

Identify and apply the learning benefits of a growth mindset.

Evaluate and make informed decisions about learning styles and learning skills.

Recognize how personality type models influence learning and utilize that knowledge to improve your own

learning.

• Identify the impact of outside circumstances on personal learning experiences and develop strategies to

compensate for them.

• Recognize the presence of the “hidden curriculum” and how to navigate it.

2.1 The Power to Learn

Estimated completion time: 18 minutes.

Questions to consider:

• What actually happens to me when I learn something?

• Am I aware of different types of learning?

• Do I approach studying or practicing differently depending on the desired outcome?

Welcome to one of the most empowering chapters in this book! While each chapter focuses on showing you

clear paths to success as a student, this one deals specifically with what is at the core of being a student: the

act of learning.

Access for free at openstax.org

2.1 • The Power to Learn

We humans have been obsessed with how we learn and understand things since ancient times. Because of

this, some of our earliest recorded philosophies have tried to explain how we take in information about the

world around us, how we acquire new knowledge, and even how we can be certain what we learn is correct.

This obsession has produced a large number of theories, ideas, and research into how we learn. There is a

great deal of information out there on the subject—some of it is very good, and some of it, while well

intentioned, has been a bit misguided.

Because of this obsession with learning, over the centuries, people have continually come up with new ideas

about how we acquire knowledge. The result has been that commonly held “facts” about education have been

known to change frequently. Often, what was once thought to be the newest, greatest discovery about

learning was debunked later on. One well-known example of this is that of corporal punishment. For most of

the time formal education has existed in our society, educators truly believed that beating students when they

made a mistake actually helped them learn faster. Thankfully, birching (striking someone with a rod made from

a birch tree) has fallen out of favor in education circles, and our institutions of learning have adopted different

approaches. In this chapter, not only will you learn about current learning theories that are backed by

neuroscience (something we did not have back in the days of birching), but you will also learn other learning

theories that did not turn out to be as effective or as thoroughly researched as once thought. That does not

mean those ideas about learning are useless. Instead, in these cases you find ways to separate the valuable

parts from the myths to make good learning choices.

"Research has shown that one of the most influential aids in learning is an understanding about

learning itself."

What Is the Nature of Learning?

To begin with, it is important to recognize that learning is work. Sometimes it is easy and sometimes it is

difficult, but there is always work involved. For many years people made the error of assuming that learning

was a passive activity that involved little more than just absorbing information. Learning was thought to be a

lot like copying and pasting words in a document; the student’s mind was blank and ready for an instructor to

teach them facts that they could quickly take in. As it turns out, learning is much more than that. In fact, at its

most rudimentary level, it is an actual process that physically changes our brains. Even something as simple as

learning the meaning of a new word requires the physical alteration of neurons and the creation of new paths

to receptors. These new electrochemical pathways are formed and strengthened as we utilize, practice, or

remember what we have learned. If the new skill or knowledge is used in conjunction with other things we

have already learned, completely different sections of the brain, our nerves, or our muscles may be tied in as a

part of the process. A good example of this would be studying a painting or drawing that depicts a scene from

a story or play you are already familiar with. Adding additional connections, memories, and mental

associations to things you already know something about expands your knowledge and understanding in a

way that cannot be reversed. In essence, it can be said that every time we learn something new we are no

longer the same.

In addition to the physical transformation that takes place during learning, there are also a number of other

factors that can influence how easy or how difficult learning something can be. While most people would

assume that the ease or difficulty would really depend on what is being learned, there are actually several

other factors that play a greater role.

In fact, research has shown that one of the most influential factors in learning is a clear understanding about

learning itself. This is not to say that you need to become neuroscientists in order to do well in school, but

instead, knowing a thing or two about learning and how we learn in general can have strong, positive results

for your own learning. This is called metacognition (i.e., thinking about thinking).

Some of the benefits to how we learn can be broken down into different areas such as

• attitude and motivation toward learning,