Learning Styles

The higher education follows the tendency to throw babies out with bath water. It is a dualistic approach. Either something is right or wrong, in or out, up or down. We as thinkers with a mature perspective deny the acceptance of these dual perspectives and find the simplicity very difficult to resist. They make the complications in the work easier.

The concept of learning styles evolved from the fundamental understanding that students take distinctively different approaches to learning. The styles of those providers that can be detected by administering instruments easily have generated greater interest from the students. It has appeared that learning styles explain experiences of the provider in terms of the different ways in which people learn.

In light of all the doubts pertaining to learning styles, the instruments that are focussed on detecting the name and classification of approaches may be largely insufficient and extremely straightforward. It seems strange to fit a learner into one of the styles very precisely and the student may find it strange to accommodate himself as a “visual learner” or “I do not do textbook” learner. However, still unarguably, all people do not learn in the same way.

Perhaps, then a learning style could be a style model specifying a few dimensions that together provide an effective basis for designing accurate or more precise instructions.: it can be certainly concluded that a designated learning style is not a complete portrait of a learner but a model that is near to an outline specifying the main points and a few details supporting. They are the useful descriptions of very common behaviour patterns. Certainly, with a wide variation found in learners with same learning styles, the styles cannot be mutually exclusive but rather a set of preferences which can be further categorized in a style as mild, moderate or strong. There cannot be a few handful of learning styles but numberless, infinite variations where the prior knowledge of the learner, experience and skill level is factored into the equation of the learning style.

What is the role of a provider or teacher in a classroom with distinct and varied learners available? It is not possible to address these individual differences. The key here is to achieve a balance by ensuring that each of the style preferred in the audience is addresses for a reasonable duration during the course of instruction and the duration of the session.

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