The Enduring Appeal of ‘Learning Styles’

By C. Scott. 2010

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Maybe they’re born with it, or maybe it’s experience: Toward a deeper understanding of the learning style myth. (2020, methodology): “Teachers and instructors spend time and effort matching lessons to students’ perceived learning styles (Newton & Miah, 2017; Scott, 2010; Tardif et al., 2015), even though usually all students would benefit from receiving information in multiple ways (e.”
Is learning styles-based instruction effective? A comprehensive analysis of recent research on learning styles (2015, background): “Scott (2010) suggests that the VAK/VARK model may have taken hold to the extent that it did in educational settings because the categories relate to specific senses and are concrete in comparison to other learning styles models which can appear abstract to the point of ambiguity.”
Differentiated Instruction and the Need to Integrate Teaching and Practice. (2011, background): “Matching instruction to student strengths and preferences, as noted by educators and researchers nowadays, does not guarantee academic success (Pashler, McDaniel, Rohrer, & Bjork, 2008; Riener & Willingham, 2010; Scott, 2010).”
On Becoming an Experiential Educator (2014, background): ““To speak of ‘learning styles’ is thus an attempt to shoehorn an eclectic mix of theories into one category in which they patently do not fit” (Scott, 2010, p. 6).”