Learning styles

Learning styles refer to the concept that individuals have unique approaches to learning and that these approaches can be categorized into specific types that can be used to tailor education for more effective learning outcomes. Though the theory of learning styles has been widely popular in educational settings, it is important to note that its validity has been questioned by many educational researchers.

The theory suggests that people learn best when the instructional methods are tailored to their specific learning styles. The most commonly referenced learning styles include visual (spatial) learners, who understand and remember information better when it is presented visually; auditory (aural) learners, who benefit more from listening; kinesthetic (tactile) learners, who prefer hands-on or movement-oriented learning; and reading/writing-preference learners, who learn best through written words. These styles are often referred to collectively with the acronym VARK. Proponents of the learning styles theory argue that understanding a student’s preferred learning style can enhance the educational process by allowing educators to present information in the most conducive manner for each individual’s learning.

However, a significant body of research suggests that the concept of learning styles is, at best, oversimplified, and at worst, a myth. Numerous studies have failed to find empirical support for the effectiveness of tailoring instruction to students’ purported learning styles. Instead, evidence indicates that people are flexible learners and that the most effective instructional method often depends on the nature of the content being taught, rather than the preferred learning style of the student. For example, learning to ride a bicycle is inherently kinesthetic and would not be effectively taught through auditory means alone. Moreover, critics argue that the emphasis on learning styles may lead to labeling and limiting students, potentially steering them away from learning strategies that may be more effective simply because those strategies do not align with their identified “styles.”

In conclusion, while the concept of learning styles has intuitive appeal and has been influential in educational practices, scientific scrutiny has cast doubt on its utility and validity. Educators are encouraged to focus more on evidence-based practices that cater to the diverse needs of learners, such as differentiated instruction and universal design for learning, which provide multiple avenues for students to engage with and understand new information, without limiting them to a single mode of learning. 

Mgr. Pavel Bartoš, LL.M., DBA (Evropská akademie vzdělávání / European Academy of education)