A Study on Evolving Learning Styles in the Context of Modern Education

This essay examines the evolving context of learning, focusing on the shift from modality styles to instructional styles in modern education. It discusses different learning styles, including visual, auditory, and kinesthetic, and explores how online education, open access resources, and experiential learning have influenced learning preferences. The essay highlights the limitations of adhering to a single learning style and emphasizes the adaptability of learners in various contexts, particularly in higher education. It references key research, including studies by Rolfe and Cheek, Messick, and Knoll et al., to support the argument that instructional learning styles, where learners adapt to the context, are more relevant in the current educational landscape. The essay concludes by suggesting that a flexible approach to learning, which considers individual preferences while adapting to the available resources and teaching methods, is crucial for effective learning and knowledge retention. The essay, contributed by a student and available on Desklib, provides valuable insights into the changing dynamics of learning styles.

The evolving context of learning: Are our learning styles evolving, too?
Submitted by
Student Name
Institute Name
Subject
Date

A man in our class prefers to make notes of everything that is being taught and read them
later, in solitude for better retention. A woman in our class prefers group study where she
can bounce off different thoughts and ideas and hear the opinions and thoughts of others as
well. When it comes to cooking, my sister prefers to follow the recipe instructions exactly
and needs to see a video tutorial of the recipe while my mother prefers a more guesstimate of
the ingredients and frequently puts together recipes that are not formally written somewhere.
Learning styles and preferences, are different for different individuals. In their
comprehensive review, Rolfe and Cheek describe three prominent learning style theories,
namely, modality styles, flexible styles, and instructional styles. It is important to understand
learning styles so as to match instructional strategies to the same for enhanced learning.
Thesis statement - In the age of online education, open access to learning resources, flipped
classrooms, experiential learning, and other advanced methods of knowledge accumulation
and retention, instructor learning styles where learners adapt to the context seem to make
more sense than the modality styles.
Messick explains learning style as the beliefs and preferences of an individual to acquire,
process, and retain information. The modality styles theory talks about four distinct learning
styles based on sensory perceptions such as “visual/verbal, visual/non-verbal,
tactile/kinaesthetic, and auditory/verbal” (Rolfe, and Cheek, 176). The instructional learning
styles theory suggests that learners do not confine their preferences to one dominant style of
learning but adapt their retention strategies to suit the given learning context for optimal
learning. So, while someone who prefers to hear lectures or engage in group discussions for
comprehension of a topic, in the absence of such an avenue, he/she would find online
tutorials or videos or discussion forums where he/she can still engage in a group exchange of
ideas that would aid individual comprehension.
The idea of having a learning style based on sensory modalities sounds intriguing yet limiting
to some extent. In a heterogenous group of students with varying sensory learning styles, it
would be difficult to design instructional strategies that suit everyone. However, adopting a
common approach based on a majority also has its share of concerns. When it comes to adult
learning, instructional theory seems more pragmatic since adult learners would be more self-
aware and hence able to adapt their learning preferences to the limitations of the context.
When looking at classroom strategies, instructional theory provides more flexibility to the
1

teachers/facilitators as well to develop a diverse pedagogy using multiple tools to aid learning
and retention.
Knoll et al., found that while students believed their learning styles impacted their
performance, there was no conclusive evidence that suggested complementary styles and
strategies used for better learning. A universal idea about a unique learning style for
everyone may seem romantic and worth pursuing, it may not necessarily be practical. In such
a scenario, the idea of adapting learning style to the context for augmented learning
experience seems appealing.
2

References
Knoll, Abby R. et al. "Learning Style, Judgements of Learning, And Learning of Verbal and
Visual Information". British Journal of Psychology, vol 108, no. 3, 2016, pp. 544-
563. Wiley, doi:10.1111/bjop.12214.
Messick, Samu. Individuality in learning. Jossey-Bass, 1976.
Rolfe, Alexandra, and Brad Cheek. "Learning Styles". Innovait: Education and Inspiration
for General Practice, vol 5, no. 3, 2012, pp. 176-181. SAGE Publications,
doi:10.1093/innovait/inr239.
3