Every student has a different way of learning. Understanding learning styles and strategies is of central importance in the realm of Instructional Design. An individual’s learning style refers to the naturally preferred way in which the student absorbs, processes, comprehends, and retains information. One of the most accepted understandings of learning styles is that student learning styles fall into three “categories:” Visual Learners, Auditory Learners, and Kinesthetic Learners. These learning styles are found within educational theorist Neil Fleming External link’s VARK model of Student Learning.
Bearing this in mind I believe it is very important to design instruction that captures a variety of approaches in order to maximize the learning potential of all students receiving this instruction. The use of proven effective learning techniques is also of added value while designing instruction because the inclusion of these techniques is shown to maximize learning. So for example, the use of elaboration, (allowing the learner opportunities to draw from their own prior knowledge and experience to add to what they are learning), as well as comprehension monitoring (Laureate Education n.d), (where checkpoints are included along the way throughout the training) could have the effect of making the instruction being provided, more learnable for the student because it appeals in some part to their best way of acquiring knowledge.
It is also important to bear in mind that trying to precisely match instructions to learning styles can become an exercise in futility and an ID may be better off including a variety of approaches within the course that have broad appeal to just about any learner whether it is their favorite way to learn or not. Certain subject material may also be best taught a certain way regardless of a learner’s preferred learning style. According to (Pashler, et al 2008), "Learning Styles: Concepts and Evidence," One instructional technique may be best for a group of students, even though students with certain learning styles may not enjoy that technique the most. Pashler, further states, and I tend to agree, that instructors should be more concerned about matching their instruction to the content being taught. “Some concepts are best taught through manual application, some are best taught through lectures, and some are best taught through group discussions.”
Categorizing students by learning styles places the burden of the students’ learning on the instructor's intimate knowledge (or lack thereof) of how each individual learns. This may not be the most practical or effective. I think an instructor should most definitely be aware of the existence of a variety of learning styles and multiple intelligences in their intended audience, and as such include a mixture of approaches within their design to make the learning experience somewhat suited for most. The approaches taken should focus primarily on the best way to teach that particular subject matter. Instructors should also remain conscious of any bias they may bring to the design and delivery of their instruction, that is colored by their own preferred style of learning. According to Pashler, “There is growing evidence that people hold beliefs about how they learn that are faulty in various ways, which frequently lead people to manage their own learning and teach others in nonoptimal ways.”
In my ongoing quest to understand learners as unique individuals and provide them with the highest quality of instruction and support, it will be vital for me to understand the wide spectrum of research into the theories, styles, and approaches to learning. At the end of the day, however, an ID must self-reflect and apply a practical approach to designing instruction that doesn’t mirror any one theory, neither too many theories, but rather is the best-proven method to teach that subject matter. One also can add a uniqueness that is their own personality in helping others to learn what they're presenting. One way that I can individualize instruction is by being more present.
References
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest, 9(3), 105–119. https://doi-org.ezp.waldenulibrary.org/10.1111/j.1539-6053.2009.01038.x
Laureate Education (Producer). (n.d.). Learning styles and strategies [Video file]. Baltimore, MD: Author.