Matters of Style

Abstract

Students have different learning styles--characteristic strengths and preferences in the ways they take in and process information. Some students tend to focus on facts, data, and algorithms; others are more comfortable with theories and mathematical models. Some respond strongly to visual forms of information, like pictures, diagrams, and schematics; others get more from verbal forms--written and spoken explanations. Some prefer to learn actively and interactively; others function more introspectively and individually. Functioning effectively in any professional capacity, however, requires working well in all learning style modes. For example, competent engineers and scientists must be observant, methodical, and careful (characteristics of the sensing style in one of the learning style models to be described) as well as innovative, curious, and inclined to go beyond facts to interpretation and theory (characteristics of the intuitive style in that model). Similarly, they must develop both visual and verbal skills. Information routinely comes in both forms, and much of it will be lost to someone who cannot function well in both of these modes. If professors teach exclusively in a manner that favors their students' less preferred learning style modes, the students' discomfort level may be great enough to interfere with their learning. On the other hand, if professors teach exclusively in their students' preferred modes, the students may not develop the mental dexterity they need to reach their potential for achievement in school and as professionals. An objective of education should thus be to help students build their skills in both their preferred and less preferred modes of learning. Learning style models that categorize these modes provide good frameworks for designing instruction with the