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Learning style is a term used to portray individual differences in the way that people prefer to learn. Learning styles are typical patterns individuals use to process information or approach learning situations. These learning style preferences are thought to occur naturally. According to learning style theory, when an individual's learning preferences are met, the individual learns more easily and effectively. There are more than 70 theories and models of learning styles. Each model describes how particular kinds of individual differences influence learning. However, the kinds of individual differences and the ways that these differences influence learning vary considerably among theories. Although it is not possible or useful to summarize all theories, a few models that are frequently cited and described in the learning style literature are overviewed here and used as examples. Cautions and guidelines for using learning style information will also be discussed.

Importance

An underlying assumption of learning style theories is that individual differences in learning preferences are positive and useful and that both learners and teachers will benefit from becoming aware of, and understanding, learning style information about themselves and others. Also implicit in these theories is the idea that it is important to acknowledge learner diversity and to customize and individualize learning so the needs of all learners are met. When learners understand how they prefer to learn, they can seek preferred learning settings and learn to cope with settings that do not align to their learning preferences. Teachers, administrators, and program planners can use learning style information when planning teaching strategies and learning activities, evaluating learning, and developing programs and curricula. Teacher education about learning styles will help teachers recognize their preferred learning and teaching styles and provide alternative ideas and strategies to help teachers incorporate multiple teaching strategies to facilitate the needs of individuals with different learning styles.

Many models assert that the process of self-awareness of how one learns may be the most useful part of learning style information. In many models learning style information is seen as a key component in “learning to learn.” When learners understand how they prefer to learn and find ways to incorporate their learning preferences into a variety of learning settings, they can become more effective learners. Thus, the purpose of learning style information is to increase learner awareness about how they prefer to learn, so that they can learn more effectively. Learners who understand their own learning styles can also recognize and seek learning situations that match their preferences and learn to develop skills and strategies for success in conditions that do not match their learning preferences.

Are Learning Styles Modifiable?

Individual differences in learning style can be seen as preferences or as stable traits. In most learning style models, a learning preference is not thought to be the same as a trait or ability. However, in some theories, learning styles are thought to be relatively fixed characteristics or traits inherent within individuals. When learning styles are seen as relatively stable or unchanging, the theory's emphasis is on the need for teachers and trainers to adapt learning strategies and settings to accommodate the needs of learners with different learning styles. Within these models, it is often proposed that it is essential for teachers to be aware of all learning styles and to be able to accommodate them. Teachers are encouraged to present the same information in multiple formats and to provide optional learning assignments and options.

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