Hybrid learning styles

Abstract

Several models that predict an individual's preferred learning style have been developed over the last three decades. An individual's learning style is conventionally thought to be categorical into one of a small set of discrete learning style types. Most recently, research based on neuroscience lead to the identification of nine types of learning styles, where each learning style is based on the varying amounts of four learning abilities. In this paper we present results that suggest there exists individuals that have a mixture of two or more of the discrete learning styles. We identify these individuals as having a hybrid learning style. That is, instead of nine discrete learning styles, we suggest that there might be a continuum of intermediate learning styles. If hybrid-learning styles indeed exist, such knowledge might be used to further refine and improve the quality of instruction and learning to a broader audience. The research question we investigate is: Can an individual possess a hybrid learning style, which is comprised of a distribution of two or more discrete learning styles? The method we used to determine hybridity is based on Kolb's four-dimensional "kite shape" identifier that is used to categorize learning styles. Each dimension of Kolb's kite shape is a measure of one of four learning abilities. However, instead of quantifying an individual's kite shape to fit into one of nine discrete learning styles, we extend Kolb's work by developing a quantifying threshold, where a kite shape can no longer fit into one of nine learning styles. Such a kite resides at an intermediate location, between two or more of the discrete learning styles. To conduct our investigation, we have created new learning style analysis algorithms that identify and test for this threshold. Our algorithm was administered to 185 university students. Our results revealed that nearly half of the students surveyed had learning style kites that did not fit into any one of the nine discrete learning styles. These results appear to suggest that a significant portion of the population may possess hybrid-learning styles.