2.4 Learning Preferences

The Truth about Learning Styles

In many ways these ideas about learning styles made some sense. Because of this, educators encouraged students to find out about their own learning styles. They developed tests and other techniques to help students determine which particular sense they preferred to use for learning, and in some cases learning materials were produced in multiple ways that focused on each of the different senses. That way, each individual learner could participate in learning activities that were tailored to their specific preferences.

While it initially seemed that dividing everyone by learning styles provided a leap forward in education, continued research began to show that the fixation on this new model might not have been as effective as it was once thought. In fact, in some cases, the way learning styles were actually being used created roadblocks to learning. This was because the popularization of this new idea brought on a rush to use learning styles in ways that failed to take into account several important aspects that are listed below:

• A person does not always prefer the same learning style all the time or for each situation. For example, some learners might enjoy lectures during the day but prefer reading in the evenings. Or they may prefer looking at diagrams when learning about mechanics but prefer reading for history topics.
• There are more preferences involved in learning than just the three that became popular. These other preferences can become nearly impossible to make use of within certain styles. For example, some prefer to learn in a more social environment that includes interaction with other learners. Reading can be difficult or restrictive as a group effort. Recognized learning styles beyond the original three include: social (preferring to learn as a part of group activity), solitary (preferring to learn alone or using self-study), or logical (preferring to use logic, reasoning, etc.).
• Students that thought they were limited to a single preferred learning style found themselves convinced that they could not do as well with content that was presented in a way that differed from their style.⁸ For example, a student that had identified as a visual learner might feel they were at a significant disadvantage when listening to a lecture. Sometimes they even believed they had an even greater impairment that prevented them from learning that way at all.
• Some forms of learning are extremely difficult in activities delivered in one style or another. Subjects like computer programming would be almost impossible to learn using an aural learning style. And, while it is possible to read about a subject such as how to swing a bat or how to do a medical procedure, actually applying that knowledge in a learning environment is difficult if the subject is something that requires a physical skill.

Knowing and Taking Advantage of Learning in a Way That Works for You

The problem with relying on learning styles comes from thinking that just one defines your needs. Coupling what you know about learning styles with what you know about UGT can make a difference in your own learning. Rather than being constrained by a single learning style, or limiting your activities to a certain kind of media, you may choose media that best fit your needs for what you are trying to learn at a particular time.

Following are a couple of ways you might combine your learning style preference with a given learning situation:

• You are trying to learn how to build something but find the written instructions confusing so you watch a video online that shows someone building the same thing.
• You have a long commute on the bus but reading while riding makes you dizzy. You choose an aural solution by listening to pre-recorded podcasts or a mobile device that reads your texts out loud.

These examples show that by recognizing and understanding what different learning styles have to offer, you can use the techniques that are best suited for you and that work best under the circumstances of the moment. You may also find yourself using two learning styles at the same time - as when you watch a live demonstration or video in which a person shows you how to do something while verbally explaining what you are being shown. This helps to reinforce the learning as it utilizes different aspects of your thinking. Using learning styles in an informed way can improve both the speed and the quality of your learning.

What about Students with Disabilities?

Students with disabilities are sometimes the most informed when it comes to making decisions about their own learning. They should understand that it is in their best interest to take ownership of their own approach to education, especially when it comes to leveraging resources and opportunities. In this section, you will learn about the laws that regulate education for students with disabilities as well as look at some resources that are available to them.

Just like anyone else, under the law, qualified students with disabilities are entitled to the same education colleges and universities provide to students without disabilities. Even though a particular disability may make attending college more difficult, awareness on the part of the government, learning institutions, and the students themselves has brought about a great deal of change over the years. Now, students with disabilities find that they have available appropriate student services, campus accessibility, and academic resources that can make school attendance and academic success possible.

Due to this increased support and advocacy, colleges have seen an increase of students with disabilities. According to the National Center for Education Statistics, in 2012, 11.1 percent of the total undergraduate population in the United States was made up of people with disabilities.⁹