| dc.description.abstract |
Learning style instruments are widely used but not enough is known about their reliability and validity and their impact on pedagogy in post-16 learning. This report documents work from a project commissioned by the Learning and Skills Development Agency (LSDA) to carry out an extensive review of research on post-16 learning styles, to evaluate the main models of learning styles, and to discuss the implications of learning styles for post-16 teaching and learning. The following research questions were addressed: What models of learning styles are influential and potentially influential? What empirical evidence is there to support the claims made for these models? What are the broad implications for pedagogy of these models? What empirical evidence is there that models of learning styles have an impact on students’ learning? The project identified the range of models that are available and influential or potentially influential in research and practice, located these models within identifiable ‘families’ of ideas about learning styles, evaluated the theories, claims and applications of these models, with a particular focus on evaluating the authors’ claims for reliability and validity, evaluated the claims made for the pedagogical implications of the selected models of learning styles, identified what gaps there are in current knowledge and what future research is needed in this area, and made recommendations and drew conclusions about the research field as a whole. In conclusion, the implications for pedagogy are drawn out and recommendations and conclusions are offered for practitioners, policymakers and the research community. The report concludes that it matters fundamentally which model is chosen. A second report (indexed at TD/TNC 79.72) discusses the appeal of learning styles as well as offering an overview of ways in which political and institutional contexts in the learning and skills sector affect the ways that learning styles might be put into practice., Learning style instruments are widely used but not enough is known about their reliability and validity and their impact on pedagogy in post-16 learning. This report documents work from a project commissioned by the Learning and Skills Development Agency (LSDA) to carry out an extensive review of research on post-16 learning styles, to evaluate the main models of learning styles, and to discuss the implications of learning styles for post-16 teaching and learning. The following research questions were addressed: What models of learning styles are influential and potentially influential? What empirical evidence is there to support the claims made for these models? What are the broad implications for pedagogy of these models? What empirical evidence is there that models of learning styles have an impact on students’ learning? The project identified the range of models that are available and influential or potentially influential in research and practice, located these models within identifiable ‘families’ of ideas about learning styles, evaluated the theories, claims and applications of these models, with a particular focus on evaluating the authors’ claims for reliability and validity, evaluated the claims made for the pedagogical implications of the selected models of learning styles, identified what gaps there are in current knowledge and what future research is needed in this area, and made recommendations and drew conclusions about the research field as a whole. In conclusion, the implications for pedagogy are drawn out and recommendations and conclusions are offered for practitioners, policymakers and the research community. The report concludes that it matters fundamentally which model is chosen. A second report (indexed at TD/TNC 79.72) discusses the appeal of learning styles as well as offering an overview of ways in which political and institutional contexts in the learning and skills sector affect the ways that learning styles might be put into practice. |
|