Running head: LEARNING STYLES 1

Learning Styles and Their Importance

LEARNING STYLES 2

Abstract

This literature review discusses learning styles and how learning styles came about in education.

There are many important things about knowing why teachers should understand a child’s

learning style. Knowing and understanding the use of specific learning styles such as visual,

auditory, and kinesthetic modes of learning can help the teacher give the best to their students.

To assess the specific learning style of a student there are several ways of doing so including the

Solomon/Felder Index of Learning Styles, and the questionnaire by the Educational Media

Corporation. When talking about learning styles it is important to include the use of technology

in the classroom. Due to the fact that technology is highly used outside of education, classrooms
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that take advantage of the use of technology will keep the attention of their students. By using

Computer Assisted Instruction (CAI) students will learn the benefits from using the computer.

Keywords: learning styles, learning styles in children, learning preferences of students, learning

preferences quantitative, learning preferences qualitative, child learning style qualitative,

learning style characteristics, visual learner, auditory learner, kinesthetic learner

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Introduction

There have been many theorists that have discussed the various learning styles of

students. The research done on specific learning styles has been discussed further and more

studies have been conducted on learning styles. The majority of the styles discussed are in the

visual, auditory, and kinesthetic modes of learning. Knowing the importance of comprehending

learning styles can not only help the student but help the teachers be more effective in their

learning environment. Although assessing students learning preferences can be time consuming

and at times difficult, determining a child’s learning style can help them grow and succeed now

and in the future. By taking advantage of technology in the classroom, students are able to stay

focused due to the fact the teacher is not the only person giving instruction.

Discussion of Key Terms

A learning style is “an individual’s mode of gaining knowledge” (Dictionary.com, 2012).

The visual learning style is considered to be a “process through which students gain knowledge

and understanding through explicitly visual tools” (Lewis, 2012). The kinesthetic learning style

means that the student learns best when they are permitted to touch and feel through physical

activity (Lewis, 2012). The auditory learner learns best when they are able to hear the

instruction (Fleming, 2012). An assessment is “an act of evaluation” (Dictionary.com, 2012).

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The word technology means “the practical application of knowledge especially in a particular

area” (Merriam-Webster, 2012).

Review of Literature

Learning Styles

The essential of learning styles became known in research about the year 1892 and was

more likely first used by Thelen (Fatt, 2000). The impression of learning styles was originally

based on David Kolb’s theories (Fatt, 2000). Fatt (2000) says that “Kolb saw learning as a

circular process where learning is viewed as a series of experiences with cognitive additions:

concrete experience, reflection and observation, abstract concepts and generalizations, and active

experimentation” (2000, p. 32). Students who adapt their learning style to the tasks presented are

considered to have a versatile learning style (Fatt, 2000).

David Kolb’s theories were used in Honey and Mumfords creation of the psychological

framework of four basic learning styles: activist, reflector, theorist, and pragmatist (Fatt, 2000).

An activist is a dynamic learner; a reflector is an imaginative learner; a theorist is analytical

learner; and a pragmatist is a commonsense learner (Fatt, 2000). According to Fatt (2000), “a

person need not have predominetely a preferred learning style but can also function with other

learning styles at different times in different situations” (p. 32).

An additional method to assess the learning styles of students is by using the Kolb

Learning Style Inventory (LSI) (Manochehri & Young, 2006). Kolb’s learning styles are broke

up into four levels: Diverger, Assimilator, Accomodater, and Converger (Manochehri & Young,

2006). The Kolb Learning Style Inventory is used to “measure the degree to which individuals

display the learning styles derived from experiental learning theory” (Manochehri & Young,

2006, p. 314). A study conducted using the Kolb Learning Style Inventory showed that the
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importance of learning styles is consistent with earlier findings on learning styles (Manochehri &

Young, 2006).

On another note, Silver, Strong, and Perini (1997) said that the learning-style theory

began with Carl Jung in 1927. Jung found major differences in the way people envisioned, the

way people made decisions, and how active or reflective they were while interacting with others

(Silver et al., 1997). Theorists of learning styles “believe that learning is the result of a personal,

individualized act of thought and feeling” (Silver et al., 1997, p. 22). The majority of learning-

style theorists believe in four styles of learning: the mastery style learner, the understanding style

learner, the self-expressive style learner, and the interpersonal style learner (Silver et al., 1997).

According to Fatt (2000), “People use their five senses to gather information and then

channel it through three separate routes, called representational systems, to make sense of it” (p.

34). This represenational systems include visual, auditory, and kinesthetic types of learners (Fatt,

2000). Each individual shows a preference towards one of these systems, and specific

communication accustomed to the learning style can improve communication with others (Fatt,

2000).

Visual. Fatt (2000) says that people with a visual learning preference “see the world by

constructing or remembering mental images” (p. 35). Fatt (2000) says that visual learners would

prefer reading, observing, and the display of data and visual aids. Visual students would rather

learn by watching movies, film strips, pictures, and graphs which help integrate the subject (Fatt,

2000). When taking a test, a visual learner would do better on the test if the test had visual

diagrams (Fatt, 2000).

Students who show a preference for a visual learning style and are given instruction with

visual aids will perform better when given the appropriate materials (Cegielski et al., n.d.).
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Teaching strategies used for visual learners could include demonstrations, pictures, or graphs

(Coker, 1996). Some key words that can be used to get a visual learner to pay attention are: see,

look, imagine, observe, search, and perceive (Coker, 1996).

Auditory. Persons with an auditory learning preference prefer sound and make better

decisions on what they have heard or read (Fatt, 2000). Fatt (2000) says that auditory learners

would prefer lectures, seminars, discussions, and tapes. By letting auditory learners to listen to

tape recordings of material, they are more likely to ask questions about what they have learned

and may not have understood (Fatt, 2000). When taking a test, an auditory learner would do

their best by being given an oral examination (Fatt, 2000).

A particular interest to faculty is auditory learners who learn best by listening (Davis &

Franklin, 2004). According to Davis & Franklin (2004) the auditory dimension is not like the

social dimension at all. The auditory dimension is considered to be exclusive; “learners have

high, neutral, or low aptitudes for auditory environments” (Davis & Franklin, 2004, p. 54).

Some key words to use with auditory leaners include rhythm, hear, detect, tempo, and flow

(Coker, 1996). According to Coker (1996), “The learner may also want to visually compare his

or her technique to a model demonstrating the desired movement” (p. 67).

Using the appropriate materials with auditory learners on mathematics can develop their

understanding of the topic being taught (Hardy, 2010). According to Hardy (2010), “Auditory

students can clearly hear the answer ringing out at them in particular instances, such as the

factorization of 3pqr + 15pq (Hardy, 2010). By using key words such as state, substitute, and

solve in mathematics, teachers can maximize the retaining of information with students (Hardy,

2010).
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Kinesthetic. The individuals with a kinesthetic learning preference communicate with

the environment by feelings or feeling (Fatt, 2000). Students who are considered to be

kinesthetic learners prefer to learn by doing (Fatt, 2000). Kinesthetic learners “prefer a trial and

error method of learning” (Fatt, 2000, p. 36). This type of learner would rather not learn by

explanations, visual presentations, and discussions (Fatt, 2000). A kinesthetic learner would

rather be learning with hands-on experience which helps them create and develop what they have

learned (Fatt, 2000).

By giving a test with task-oriented questions a kinesthetic learner would have better

results (Fatt, 2000). A person with a kinesthetic preference of learning has “the ability to use the

body to build rapport, to console, to persuade, and to support others (Silver et al., 1997). Some

careers a kinesthetic learner would be good at are a coach, counselor, professional athlete, or

even a choreographer (Silver et al., 1997).

Importance of Knowing Learning Styles

According to Lohri-Posey (2003), “Learning styles indicate an individual’s preferential

focus on different types of information, the different ways of perceiving information, and the rate

of understanding information” (p. 54). Having an understanding of the learning style preferences

of students can provide effective learning strategies for teachers to use (Lohri-Posey, 2003).

Students who share a learning style that is attuned with the teacher remember information longer

and are more optimistic about learning (Lohri-Posey, 2003).

Often, students will not do that well in school, this is due to the fact that they “lack the

ability to cope with various situations” (Fatt, 2000). Students not coping with various situations

is one of the greatest challenges in education (Fatt, 2000). By using individual’s specific

learning styles in the classroom, teachers are promoting problem-solving skills (Fatt, 2000). By
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promoting problem solving skills in classrooms teachers are preparing students for real life

situations.

By making students aware of their specific learning style teachers can “encourage them

to realize the importance of appropriate learning styles for different disciplines or subjects and

that such styles may hopefully be changed to suit changing learning situations” (Fatt, 2000, p.

37). According to Fatt (2000) students will not benefit from teaching methods being mismatched

to the student’s styles of learning. By teachers providing a learning environment that suits the

unique learning styles of students they can “learn better and be more comfortable in their own

learning styles instead of having to adapt themselves to the differing teaching styles of teachers”

(Fatt, 2000, p. 38).

Due to the fact that teachers present their personalities through their teaching and their

learning environment, teachers can become more flexible in knowing their students learning

styles (Fatt, 2000). According to Manochehri & Young (2006), “Researchers believe that

learning style is a good predictor of an individual’s preferred learning behavior” (p. 314).

Having a teacher who understands the learning style or behavior of a student can minimize

problmes that may come up with learning.

By matching a students learning style to a specific teaching style can increase student

achievement and satisfaction (Manochehri & Young, 2006). According to Naimie, Siraj,

Abuzaid, & Shagoholi (2010) studies have shown that “the congruence between teaching and

learning styles has a positive impact on achievement and satisfaction” (p. 85). According to

Naimie et al. (2010), “learning style specialists have confirmed the theory that students will learn

more and enjoy the class experience and environment when they can use their preferred learning

styles” (Naimie et al., 2010).

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According to Kahtz & Kling (1999), “Developing instructional methods and materials

that are appropriate for a wide range of cognitive learning styles should be a priority of all

educators” (p. 413). Due to the fact that students respond better to instructional methods that

match their learning style, integrating different learning styles in the classroom environment can

enhance the benefits for everyone (Kahtz & Kling, 1999). Matching the teachers learning

methods to the students learning preferences will allow the student to “acquire a better

understanding of the subject matter in question” (Cegielski, Hazen, & Rainer, n.d., p. 136).

Determining Learning Styles

There are several ways to determine how a child learns most effectively. One way is by

using being Solomon/Felder Index of Learning Styles (ILS), which is over 90% reliable (Lohri-

Posey, 2003). By Lohri-Posey (2003) examining her students she was able to assess their group

preferences and the individual differences that focus on their unique learning style preferences.

After assessing the students learning styles Lohri-Posey (2003) she was able to provide students

with tips on how to maximize their learning. Not only do teachers have to comprehend the

specific learning styles of their students, the students have to comprehend how they learn to

better themselves in learning.

Another way to assess the learning style of students is by using the questionnaire from

the Educational Media Corporation in Minneapolis (Fatt, 2000). This questionnaire assesses on

four parts: left/right brain orientation, auditory/visual/kinesthetic modes of learning,

convergent/divergent thinking, and problem solving style-open/focused/reflective (Fatt, 2000).

By using different ways of assessing learning styles can strengthen the teachers understanding of

learning styles and also help with proper assessment of those learning styles.
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Even though learning styles are assessed at an early age, constant assessment should be

utilized for the success of the student. According to Silver et al. (1997), “Learning styles are not

fixed throughout life, but develop as a person learns and grows” (p. 23). Many of the learning

style theorists believe that people develop and practice a mix of learning styles as they grow and

learn (Silver, 1997). By assessing students at specific points in time teachers can properly teach

each student to maximize their potential.

There are a couple key steps to take to accommodate a students learning style (Coker,

1996). First, identify your learning style by taking a learning styles inventory, through

observation, trial and error, or video analysis (Coker, 1996). Second, know your students

learning styles by formal testing, observation and trial and error (Coker, 1996).

Technology in the Classroom

Conducting instruction through the computer or the web can be beneficial to some

students. Although there are not many studies done comparing learning styles to web-based

learning, the result of these studies can help instructors develop effective instructional methods

based on a students learning preference (Manochehri & Young, 2006). Giving instruction

through the use of technology is considered to be a new trend in the environment of education

(Naimie et al., 2010).

Using technology in classrooms today, can help students become more comfortable with

the use of technology once schooling is complete (Naimie et al., 2010). Naimie et al. (2010)

article states that the “internet is considered as the primary source used by the students to obtain

the information” (p. 84). This article also says that wireless, highband, and other devices are

responsible for the well developed E-learning implementation in various educational settings
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(Naimie et al., 2010). A classroom environment that has the more appropriate learning

environment is one that is considered up to date with the current century (Naimie et al, 2010).

Using computers in education has received more attention of the past decade (Khatz &

Kling, 1999). Computer-assisted instruction (CAI) has the “potential to facilitate and

supplement individual learning in a manner unlike any other educational media” (Khatz & Kling,

1999, p. 414). The research done on CAI programs have found that learning styles play a key

role in any student’s achievement (Khatz & Kling, 1999). Recognizing that individuals have a

unique learning style has become a very important factor in the future creation and usage of the

CAI programs (Khatz & Kling, 1999). The use of the CAI programs seemed to be beneficial all

year round due to the fact that pictures of say plants that only grow in the summer are able to be

seen during winter months (Khatz & Kling, 1999).

Summary/Conclusion

After researching learning styles and why learning styles are needed in education, I have

come to the conclusion that if learning styles are not assessed properly students and the schools

they attend will suffer. Knowing what type of tests that are needed to assess the learning

preference of students can not only enhance the way a student learns but help the teachers out on

how they conduct their lessons. Although the majority of the learning styles that were talked

about were visual, auditory, and kinesthetic there are many other theories to learning modes that

can be compared to these modes of learning.

By improving the use of the assessment of learning styles in schools, students will

perform better in and out of school. Although further research is needed, the original research on

learning styles has greatly impacted learning preferences in education. Knowing how students

learn can help teachers research and prepare every year for possibly new types of learning styles
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found. Many studies are done on students who are in college; more studies need to be conducted

that are at the elementary school levels. Conducting more research at elementary and middle

school levels can help determine the change in learning style at the child experiences life.

References

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Cegielski, C. G., Hazen, B. T., & Rainer, R. K. (n.d.). Teach Them How They Learn: Learning

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Coker, C. A. (1996, November/December). Accomodating students' learning styles in physical

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