Exploring Learning Styles

1. Exploring Learning Styles Models, Measurement & Applications K.Rowley@mmu.ac.uk Manchester Metropolitan University

2. Aims • To explore the current use of learning styles • To describe, comment upon and discuss a recent review of learning styles by Coffield et al (2004) • To explore the appropriateness and potential use of one of the stronger models/measures to emerge from the above report

3. Learning and Skills Development Agency (LSDA) Commissioned Reports: • Coffield, F., Moseley, D., Hall, E. & Ecclestone, K. (2004) • Should we be using learning styles? What research has to say to practice. • http://www.lsda.org.uk/files/pdf/1540.pdf • Summarises a systematic review of learning styles models. Discusses the appeal of learning styles. Gives educational and political context to learning styles in post-16 provision. • Learning styles and pedagogy in post-16 learning: A systematic and critical review • http://www.lsda.org.uk/files/pdf/1543.pdf

4. Models and Measures Reviewed by the Reports • The above review(s) identified 71 models of learning styles and 13 of these were categorised as major models • Identified a ‘families of learning style’ continuum, ranging from the more ‘fixed’ conceptualisations to those that suggest the possibility for change • The ‘open to change’ family moves away from learning styles and towards learning approaches, strategies, orientations and conceptions of learning

5. The Appeal of learning StylesFrom Coffield et al (2004) • A simple solution to complex problems • A plausible explanation for the ‘failure’ of traditional teaching methods • A framework to explore the complexity of learning and teaching • An emphasis on appropriateness of teaching style rather than ‘poor learners’ • Convenient to some since the emphasis is moved from management to individual styles of teachers and learners

6. The Objections to learning stylesFrom Coffield et al (2004) • Lack of Meaningful measurement: • Subjective-self report • Credibility of some items • Lack of context for many items • Commercialisation of some prominent tests • Undue prominence given to this one aspect of learning and teaching • What proportion of variance in achievement outcomes is attributable to learning style? • Rather simple conclusions from the research and the elaborate statistical effort

7. Continuing problems within the research field of learning styles • The problems identified in the review by Coffield et al (2004) are: • Theoretical incoherence and conceptual confusion • Learning styles in practice: labelling, vested interests and overblown claims • The variable quality of learning styles models • The unwarranted faith placed in simple inventories

8. Continuing problems… • No clear implications for pedagogy • Decontextualised and depoliticised views of learning and learners • Lack of communication between different research perspectives on pedagogy • The comparative neglect of knowledge

9. Gaps in knowledge and possible future research projects.From Coffield et al (2004) • Require independent, critical, longitudinal and large scale studies with experimental and control groups to test the claims for pedagogy made by test developers (p.144) • Questions for FE, ACE & WBL include: • What instruments are being used and for what purpose? • What impacts are learning styles having on methods of learning and teaching? • How well do learning style measures predict attainment in post-16 learning? • Are students being labelled by tutors, or are they labelling themselves, or do they develop a broader repertoire of learning styles?

10. Positive Recommendations from Coffield et al (2004) • Aids to developing Self-awareness and metacognition • Reliable & valid measures could be used for self-development, but should consider their need in metacognitive approaches • Potential of learning styles to act as an agent for broader change • e.g. dialogue on curriculum and assessment at student, course team and organisational level • May require a choice between interventions • e.g. learning style, formative assessment and metacognition

11. Positive Recommendations… • Providing a lexicon of learning for dialogue • Coffield et al recommend that, for general use in post-16 learning, the following concepts should be adopted: • The concepts of deep, surface and strategic approaches to learning (developed by Entwistle and others) • The concepts of meaning-directed, application-directed and reproduction-directed learning styles (developed by Vermunt)

12. Features of the ‘Deep Approach’ • From McCune & Entwistle, (2000) • The core aspect of a fully developed deep approach is the intention to form a personal understanding of the topic under study: • Intention to understand • Active interest and personal engagement • Relating ideas • Gaining an overview • Creating outlines and structures • Questioning and using evidence critically • Seeking the central point • Drawing conclusions • Seeing the purpose of a task or seeing it in its wider context

13. The ETL Project and ASSIST • ETL: Enhancing Teaching-Learning Environments in Undergraduate Courses • The project seeks to develop subject-specific conceptual frameworks to guide institutional and faculty or departmental development of teaching-learning environments • http://www.ed.ac.uk/etl/project.html • ASSIST: Approaches and Study Skills Inventory for Students • http://www.ed.ac.uk/etl/publications.html#measurement