Introduction
Studies in learning styles initially developed as a result of interest in individual differences. These issues were very much in vogue within investigatory psychology during the 1960's, enjoyed a continuing popularity during the early 1970's but have unfortunately past from vogue since then due to our society's changed focus or an evolution of professional interest. (Curry, 1983)
What is Learning?
Curry (1983) states that learning is both a process and a product.
“The process is adaptive, future focused; and holistic; affecting an individual's cognitive; affective; social, and moral volitional skills.
The product is observable as a relatively permanent change in behaviour, or potential behaviour.
The process is observable in the improved ability of the individual to adapt to environmental stimuli.”
A literature review by Curry of 46 citations of various concepts of learning styles in general education, and 16 additional citation in education profession, indicated….
“when positive results are found they generally indicate that student learning can be improved by tailoring instructional Modality as much as possible to each student's preference or style” (Curry, 1983)
King (2011) in his article highlights that “There is a significant body of literature that suggests that different students have different styles of learning in which they learn more effectively” and outlines how cultural differences can play a part in learning styles and that “if there is a mismatch between the teaching style of the teacher and the learning style of the student then the teaching/learning process can be less effective” (King, 2011).
Learning Styles.
A learning style can be defined as the application, within a learning situation, of an individual’s typical mode of problem solving, thinking, perceiving and remembering (Cassidy, 2004), good overviews of the literature can be found in Cassidy (2004) and Swanson (1995) and is not the intention to review and research these in detail but to look at the work of Grasha-Riechmann.
It focuses on students’ interactions amongst their peers, the instructors, and learning in general. The GRSLSS also has a teaching styles survey that instructors can complete to see how their instruction matches or conflicts with their learners so they can adapt and diversify to meet more learner’s needs, which is an interesting area for future study. The learning styles scale itself consists of six primary learning styles, a variety of which are present in each learner, though to varying degrees.
The six learning styles are:
The survey itself consists of 60 items, with ten questions each that are averaged together to measure dominance in one or more of the six measured learning styles. (Lewis, 2014)
The Grasha-Reichmann model focuses on student attitudes toward learning, classroom activities, teachers, and peers; rather than studying the relationships among methods, student style, and achievement, Grasha and Reichmann emphasize the increased ability to problem-solve, communicate with others, and organize materials.
Learning Styles Diagnostic and Suggested Preferences.
References
