Location of Repository

The Learning Styles myth is thriving in higher education

By Phil eNewton


The existence of ‘Learning Styles’ is a common ‘neuromyth’, and their use in all forms of education has been thoroughly and repeatedly discredited in the research literature. However, anecdotal evidence suggests that their use remains widespread. This perspective article is an attempt to understand if and why the myth of Learning Styles persists. I have done this by analysing the current research literature to capture the picture that an educator would encounter were they to search for Learning Styles with the intent of determining whether the research evidence supported their use.The overwhelming majority (89%) of recent research papers, listed in the ERIC and PubMed research databases, implicitly or directly endorse the use of Learning Styles in Higher Education. These papers are dominated by the VAK and Kolb Learning Styles inventories. These presence of these papers in the pedagogical literature demonstrates that an educator, attempting to take an evidence-based approach to education, would be presented with a strong yet misleading message that the use of Learning Styles is endorsed by the current research literature. This has potentially negative consequences for students and for the field of education research

Topics: higher education, learning styles, Kolb, Vark, Evidence-based education, Psychology, BF1-990
Publisher: Frontiers Media S.A.
Year: 2015
DOI identifier: 10.3389/fpsyg.2015.01908
OAI identifier: oai:doaj.org/article:657804533b1e4d9b91fc9497b3ec6ea5
Download PDF:
Sorry, we are unable to provide the full text but you may find it at the following location(s):
  • https://doaj.org/toc/1664-1078 (external link)
  • http://journal.frontiersin.org... (external link)
  • https://doaj.org/article/65780... (external link)
  • Suggested articles

    To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.