edtechdev/chatbotfiles · Datasets at Hugging Face

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Sees effort as a path to success

Criticism

Learns from criticism

Success of Others

Finds learning and inspiration in the
success of others

What will you do to adopt a
growth mindset?

Table 2.4

2.4 Learning Preferences
Estimated completion time: 24 minutes.
Questions to consider:

Access for free at openstax.org

2.4 • Learning Preferences

•
•
•
•

What are learning styles, and do they really work?
How do I take advantage of learning in a way that works for me?
How can I combine learning preferences and styles for better outcomes?
What opportunities and resources are available for students with disabilities?

Several decades ago, a new way of thinking about learning became very prominent in education. It was based
on the concept that each person has a preferred way to learn. It was thought that these preferences had to do
with each person’s natural tendencies toward one of their senses. The idea was that learning might be easier if
a student sought out content that was specifically oriented to their favored sense. For example, it was thought
that a student who preferred to learn visually would respond better to pictures and diagrams.
Over the years there were many variations on the basic idea, but one of the most popular theories was known
as the VAK model. VAK was an acronym for the three types of learning, each linked to one of the basic senses
thought to be used by students: visual, aural, and kinesthetic. What follows is an outline of each of these and
the preferred method.
• Visual: The student prefers pictures, images, and the graphic display of information to learn. An example
would be looking at an illustration that showed how to do something.
• Aural: The student prefers sound as a way to learn. Examples would be listening to a lecture or a podcast.
• Kinesthetic: The student prefers using their body, hands, and sense of touch. An example would be doing
something physical, such as examining an object rather than reading about it or looking at an illustration.

The Truth about Learning Styles
In many ways these ideas about learning styles made some sense. Because of this, educators encouraged
students to find out about their own learning styles. They developed tests and other techniques to help
students determine which particular sense they preferred to use for learning, and in some cases learning
materials were produced in multiple ways that focused on each of the different senses. That way, each
individual learner could participate in learning activities that were tailored to their specific preferences.
While it initially seemed that dividing everyone by learning styles provided a leap forward in education,
continued research began to show that the fixation on this new model might not have been as effective as it
was once thought. In fact, in some cases, the way learning styles were actually being used created roadblocks
to learning. This was because the popularization of this new idea brought on a rush to use learning styles in
ways that failed to take into account several important aspects that are listed below:
• A person does not always prefer the same learning style all the time or for each situation. For example,
some learners might enjoy lectures during the day but prefer reading in the evenings. Or they may prefer
looking at diagrams when learning about mechanics but prefer reading for history topics.
• There are more preferences involved in learning than just the three that became popular. These other
preferences can become nearly impossible to make use of within certain styles. For example, some prefer
to learn in a more social environment that includes interaction with other learners. Reading can be difficult
or restrictive as a group effort. Recognized learning styles beyond the original three include: social
(preferring to learn as a part of group activity), solitary (preferring to learn alone or using self-study), or
logical (preferring to use logic, reasoning, etc.).
• Students that thought they were limited to a single preferred learning style found themselves convinced
8
that they could not do as well with content that was presented in a way that differed from their style. For
example, a student that had identified as a visual learner might feel they were at a significant
disadvantage when listening to a lecture. Sometimes they even believed they had an even greater
impairment that prevented them from learning that way at all.
• Some forms of learning are extremely difficult in activities delivered in one style or another. Subjects like
computer programming would be almost impossible to learn using an aural learning style. And, while it is
8 Harold Pashler, Mark McDaniel, Doug Rohrer and Robert Bjork. Learning Styles: Concepts and Evidence. Psychological Science in
the Public Interest, Vol. 9, No. 3 (December 2008).

51

52

2 • The Truth About Learning Styles

possible to read about a subject such as how to swing a bat or how to do a medical procedure, actually
applying that knowledge in a learning environment is difficult if the subject is something that requires a
physical skill.

Knowing and Taking Advantage of Learning in a Way That Works for You
The problem with relying on learning styles comes from thinking that just one defines your needs. Coupling
what you know about learning styles with what you know about UGT can make a difference in your own
learning. Rather than being constrained by a single learning style, or limiting your activities to a certain kind of
media, you may choose media that best fit your needs for what you are trying to learn at a particular time.
Following are a couple of ways you might combine your learning style preference with a given learning
situation:
• You are trying to learn how to build something but find the written instructions confusing so you watch a
video online that shows someone building the same thing.

Sees effort as a path to success

Criticism

Learns from criticism

Success of Others

Finds learning and inspiration in the

success of others

What will you do to adopt a

growth mindset?

Table 2.4

2.4 Learning Preferences

Estimated completion time: 24 minutes.

Questions to consider:

Access for free at openstax.org

2.4 • Learning Preferences

•

What are learning styles, and do they really work?

How do I take advantage of learning in a way that works for me?

How can I combine learning preferences and styles for better outcomes?

What opportunities and resources are available for students with disabilities?

Several decades ago, a new way of thinking about learning became very prominent in education. It was based

on the concept that each person has a preferred way to learn. It was thought that these preferences had to do

with each person’s natural tendencies toward one of their senses. The idea was that learning might be easier if

a student sought out content that was specifically oriented to their favored sense. For example, it was thought

that a student who preferred to learn visually would respond better to pictures and diagrams.

Over the years there were many variations on the basic idea, but one of the most popular theories was known

as the VAK model. VAK was an acronym for the three types of learning, each linked to one of the basic senses

thought to be used by students: visual, aural, and kinesthetic. What follows is an outline of each of these and

the preferred method.

• Visual: The student prefers pictures, images, and the graphic display of information to learn. An example

would be looking at an illustration that showed how to do something.

• Aural: The student prefers sound as a way to learn. Examples would be listening to a lecture or a podcast.

• Kinesthetic: The student prefers using their body, hands, and sense of touch. An example would be doing

something physical, such as examining an object rather than reading about it or looking at an illustration.

The Truth about Learning Styles

In many ways these ideas about learning styles made some sense. Because of this, educators encouraged

students to find out about their own learning styles. They developed tests and other techniques to help

students determine which particular sense they preferred to use for learning, and in some cases learning

materials were produced in multiple ways that focused on each of the different senses. That way, each

individual learner could participate in learning activities that were tailored to their specific preferences.

While it initially seemed that dividing everyone by learning styles provided a leap forward in education,

continued research began to show that the fixation on this new model might not have been as effective as it

was once thought. In fact, in some cases, the way learning styles were actually being used created roadblocks

to learning. This was because the popularization of this new idea brought on a rush to use learning styles in

ways that failed to take into account several important aspects that are listed below:

• A person does not always prefer the same learning style all the time or for each situation. For example,

some learners might enjoy lectures during the day but prefer reading in the evenings. Or they may prefer

looking at diagrams when learning about mechanics but prefer reading for history topics.

• There are more preferences involved in learning than just the three that became popular. These other

preferences can become nearly impossible to make use of within certain styles. For example, some prefer

to learn in a more social environment that includes interaction with other learners. Reading can be difficult

or restrictive as a group effort. Recognized learning styles beyond the original three include: social

(preferring to learn as a part of group activity), solitary (preferring to learn alone or using self-study), or

logical (preferring to use logic, reasoning, etc.).

• Students that thought they were limited to a single preferred learning style found themselves convinced

8

that they could not do as well with content that was presented in a way that differed from their style. For

example, a student that had identified as a visual learner might feel they were at a significant

disadvantage when listening to a lecture. Sometimes they even believed they had an even greater

impairment that prevented them from learning that way at all.

• Some forms of learning are extremely difficult in activities delivered in one style or another. Subjects like

computer programming would be almost impossible to learn using an aural learning style. And, while it is

8 Harold Pashler, Mark McDaniel, Doug Rohrer and Robert Bjork. Learning Styles: Concepts and Evidence. Psychological Science in

the Public Interest, Vol. 9, No. 3 (December 2008).

51

52

2 • The Truth About Learning Styles

possible to read about a subject such as how to swing a bat or how to do a medical procedure, actually

applying that knowledge in a learning environment is difficult if the subject is something that requires a

physical skill.

Knowing and Taking Advantage of Learning in a Way That Works for You

The problem with relying on learning styles comes from thinking that just one defines your needs. Coupling

what you know about learning styles with what you know about UGT can make a difference in your own

learning. Rather than being constrained by a single learning style, or limiting your activities to a certain kind of

media, you may choose media that best fit your needs for what you are trying to learn at a particular time.

Following are a couple of ways you might combine your learning style preference with a given learning

situation:

• You are trying to learn how to build something but find the written instructions confusing so you watch a

video online that shows someone building the same thing.