Why Is the Research on Learning Styles Still Being Dismissed by Some Learning Leaders and Practitioners?
I have been battling the notion of “designing instruction for learning styles” in my own quixotic fashion for a couple of decades now. In my attempt to be a good steward of my clients’ shareholders’ equity I wished to help them avoid faddish instructional design practices that have been disproven by empirical research. I first learned back in the 1980s at NSPI (now ISPI) conferences that while self-reported learning style preferences do exist, that designing instruction to accommodate them has no basis.
When I posted yet again on this topic on my blog a couple of months ago and then sent a Tweet out about it—Jane Bozarth, EIC of this magazine, invited me to publish an article. I accepted and decided to reach out to the usual suspects, those in my professional crowd who know the research, for their inputs. As I am but a practitioner attempting to follow what I have learned over the years about the research, I am not steeped in that research and able to cite it, they can.
Go here for the rest of the article.
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