The Role of Learning Styles in Effective Teaching
Nancy Csapo, Ph.D., Business Information Systems Department

Shulman (1987) identifies the three major elements of effective teaching as:  (1) content knowledge; (2) pedagogical knowledge; and (3) knowledge of learners and their characteristics.  Increasing knowledge in any of these areas can improve teaching effectiveness: this includes an expanded study of learning style theory. 
       
Shulman's model of effective teaching reinforces the significance of learning styles in the teaching/learning process and the equal "status" of this component of effective teaching with content knowledge and pedagogical knowledge. The reality exists, however, that many teachers lack the depth of knowledge necessary to understand how their students learn and how best to address their needs and differences in the classroom.  The implications for classroom practices in relationship to learning style theory are immense and can have a significant impact on effective teaching in any classroom at any grade level. 

What are Learning Styles?
Learning styles are simply the individual differences we possess in how we approach any learning task.  Our students have individual preferences for learning, also referred to as their cognitive style.  An individual's learning style "is the way he or she concentrates on, processes, internalizes, and remembers new and difficult academic information or skills" (Shaughnessy, 1998, p. 1). Individuals approach learning differently due to differences in their learning style type.  A person's approach to learning is a relatively stable indicator of how they perceive, interact with, and respond to the learning environment (Sims & Sims, 1995). 

Learning Style Types
A variety of learning style theories exist.  One theory that is practical for both faculty and students consists of three types or classifications of learners: visual, auditory, and kinesthetic (tactile).  Each type has specific preferences, characteristics, and/or behaviors that characterize the learning style type of an individual.  Each learning style type has specific preferences for how they learn and how they best are able to demonstrate what they know.  Instructors can also identify teaching strategies, behaviors, and assessment/evaluation methods that best accommodates each of these learners.  The learning styles chart outlines learner characteristics for each learning style type as well as specific teaching strategies and assessment/evaluation methods.  

Teaching More Effectively
Understanding learning styles and the role of learning styles in the teaching/learning process is a key component in effective teaching.  According to Sarasin, "teaching cannot be successful without a knowledge of learning styles and a commitment to matching them with teaching styles and strategies" (1999, p. 7).  Utilizing learning style theory in the classroom is extremely beneficial at all educational levels. 

Students vary in the way they process and understand information.  Many instructors at the postsecondary level do not realize the significance of these differences in how their students approach learning and as a result, these instructors do not attempt to respond to these differences in how they teach (Sims & Sims, 1995).  Teachers must understand the learner (students) to be learner centered (Cross, 2001).

The increasingly diverse student body requires the use of a wide variety of teaching methods and materials.  For example, research shows that gifted students prefer to learn either by themselves or with an authoritative teacher (Shaughnessy, 1998).  They seldom want to learn with classmates.  Characteristic of lower achieving students is their poor auditory memory or "Their inability to remember facts through lecture, discussion, or reading contributes to their low performance …where most instruction is delivered by teachers talking and students listening or reading" (Shaughnessy, 1998, p. 5).  Particularly important for university faculty to understand is that individual differences in how we learn increase with age (Sarasin, 1999).
 
Four Steps to Teaching More Effectively
Sarasin outlines four steps to teaching more effectively at the postsecondary level.  First, teachers must understand their personal learning style.  Second, teachers must consider how they teach since we tend to teach toward our own learning preferences.  In other words, a teacher who is an auditory learner will, without being conscious of it, teach and assess learning in ways that are preferred by auditory learners (e.g. lecture, discussion or memorization). Third, teachers must assess how their students learn and lastly, teachers must find ways to accommodate their students’ learning styles (Sarasin, 1999). 

Research has also shown that students are more successful learners when they understand their learning style preferences (Gray, 2003).  Students reported that early knowledge of their learning style type affected how they adapted to and strengthened their strategies for learning, including how they developed their study habits (Gray, 2003).  Students are better able to adjust to learning situations, different teaching styles, and better select teachers and learning situations when they understand their own learning style preferences.

Learning Styles and the Teaching/Learning Process
A mismatch between the learning style of faculty and students has been shown to increase the disparity between how faculty teach and how students learn.  This mismatch results in an ineffective learning process in the classroom.  Faculty cannot teach as though the cognitive skills of their students are identical.  Catering to one style of learning while ignoring the others can only increase the potential for frustration and the lack of achievement by our students.  Research shows an increase in grade point average occurs when teacher and student learning style more closely matches (Dunn et al., 1995). 

Value of Understanding Learning Styles
For the classroom teacher, there are significant benefits in understanding learning styles and the differences in how our students learn, how they approach learning, and how they are best able to demonstrate what they have learned.  Utilizing learning style theory increases the ability of a teacher to facilitate learning by planning for the variations in students’ learning style preferences.  A teacher who is knowledgeable in learning style theory will understand and effectively plan for variations in student behavior, the application of the appropriate instructional tools to address different learning style types, and provide for equitable assessment of learning for all students. 

REFERENCES

Cross, P. K.  (2001). Leading-edge efforts to improve teaching and learning, the Hesburgh awards.  Change, 33(4) July/August, 30-37.

Dunn, R., S. A. Griggs, J. Olson, B. Gorman, and M. Beasley (1995).  A meta-analytic validation of the Dunn and Dunn learning styles model.  Journal of Educational Research, 88 (6). 

Gray, R. L. (2003). Identifying predominant learning styles of students in diesel technology and practical nursing programs.  Unpublished doctoral dissertation, Montana State University, Bozeman.

Sarasin, L. C.  (1999). Learning style perspectives:  Impact in the classroom.  Madison, WI:  Atwood Publishing.

Shaughnessy, M. F.  (1998, January).  An interview with Rita Dunn about learning styles.  Clearing House, (71)3, (OCLC FirstSearch: Full Text). 

Shulman, L. S. (1987).  Knowledge and teaching:  Foundations of the new reform.  Harvard Educational Review, 57(1), 1-22. 

Sims, R. R. & Sims, S. J. (Eds.) (1995).  The importance of learning styles:  Understanding the implications for learning, course design, and education.  Westport, Connecticut: Greenwood Press.