Though controversial in some quarters, research continues to build a strong case for the impact of learning style upon acquiring and mastering knowledge. The underlying thesis is that one learns more effectively when information is presented in a manner congruent with one’s favored method of acquiring and processing information. One scheme classifies learning styles into four domains with each domain subdivided into two styles.

 

Processing		Perception		Input		Understanding
Active	67%	Sensing	57%	Visual:	69%	Sequential	71%
learn best by doing something physical with the information		prefer data and facts.		prefer charts, diagrams and pictures.		easily make linear connections between individual steps
Reflective	32%	Intuitive	42%	Verbal	30%	Global	28%
do the processing in their heads		prefer theories & interpretations of factual information		prefer the spoken or written word.		must get “big picture” before individual pieces fall into place

 

How do these domains and categories play out in the typical classroom? Current research, though sketchy and preliminary, strongly suggests that college students are generally active, sensing, visual, sequential learners; as opposed to reflective, intuitive, verbal, global learners (see above). Roughly translated, most college students receive instruction by the traditional lecture method, while their learning styles are incompatible with that delivery mode.  In short, there’s a disconnect between teaching style and learning style. It’s like teaching the blind with pictures and teaching the deaf with the spoken word.

 

That college-age students grew up with television, movies, video, and video-games exacerbates the situation.  After all, the “video game” generation has developed finely honed skills in interacting with machines having computer components, computers, interpreting visually displayed data, and “seeing the big picture.”  Moreover, these people have developed an intuitive “feel” for the new media, along with heightened impatience. Note that in all categories but Sequential (following table) the learning styles of today’s students favor teaching formats other than lecture.

 

Learning Styles	Lecture Characteristics
67% Active	32% Reflective (Passive)
57% Sensing	42% Intuitive
69% Visual	30% Verbal
28% Global	71% Sequential

 

 

Having become aware of the importance of learning styles, you can take steps to reach your students who fail to respond to your instruction as well as you would like.  Why not begin by assessing your student’s learning style?  Have your students go to http://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/ilsweb.html  for an online learning style assessment and have them share the results with you.  You can find other assessment instruments by searching “inventory of learning styles.”  Once done, you might wish to modify your style to accommodate their style of learning.

 

Though the evidence appears to roundly condemn the lecture format, it does not!  The lecture is an ancient form and has stood the test of time.  Even so, current instructional technology can help you “spice up” your lectures with all manner of visual and auditory support.  In fact, appropriate use of instructional technology can even be fun.  For your students it can help increase retention, make learning relevant, and even enjoyable.

 

Contact us at the Center for Instructional Development and Technology (745-3081).  We’ll be glad to help you identify and create dynamic lecture support material.  

 

 

1. Susan M. Montgomery, “Addressing Diverse Learning Styles Through the Use of Multimedia” ASEE/IEEE Frontiers in Education '95 Session 3a2 - MULTIMEDIA 1. http://fie.engrng.pitt.edu/fie95/3a2/3a22/3a22.htm