The world is constantly looking for new ways to improve education. A recent concern raised by neuroscientists suggests learning styles should not be as strongly focused on in schools. There are many hypotheses regarding the instructional relevance of learning styles. The most predominant is the meshing hypothesis, which suggests formatting directions to match the learner preference (eg. visual, auditory, tactile, or kinaesthetic) is the best way to provide instruction. However, scientists have recently discovered through research that this teaching method does not achieve better results and can ultimately make it harder for students adapt to different learning styles when needed.
Traditionally learning styles have been used as a tool to optimise education by presenting materials that match the individual’s ideal mode of sensory information processing.
Acknowledging learning styles as a student and an instructor can have benefits. By identifying a students learning style, a teacher will know how to efficiently support them individually during a class. Students as a result may then feel more self-assured in their learning, which will lead to more constructive work.
As a university student knowing whether you learn better through writing and reading rather than visuals and audio can increase productivity and effectiveness while studying.