roponents of Learning Styles maintain that adapting classroom teaching methods to suit students preferred style of learning improves the educative process.
However, opponents of Learning Styles theories maintain that there is little empirical evidence to support this proposition.) concluded that an adequate evaluation of the Learning Styles hypothesis requires a particular kind of study.
In the light of the various criticisms levelled at misuse of Learning Styles, those who engage with the concept may query whether the various theories and models serve any purpose at all.
Although the following proposals will not escape criticism, they may provide a basis for future development of Learning Styles usage.
They tend to campaign for a broadening of input - away from the tendency within many (traditional) classrooms to focus primarily on auditory input.
He suggested that immediate or concrete experiences provide a basis for observation and reflection.To date, however, no such rigorous study has been carried out and the evidence for Learning Styles theory is largely anecdotal.Although the VAK Learning Styles model is perhaps the most widely used, largely because of its simplicity, Susan Greenfield (Professor of Synaptic Pharmacology at Lincoln College, Oxford) argues that adopting such an approach is nonsense from a neuro-scientific point of view.Although there is still a cost attached to use of their Learning Styles Questionnaire, Honey and Mumfords Learning Styles theory is more widely used in the UK.
Peter Honey acknowledges that there are more similarities than differences between their work and that of Kolb.
Some have questioned whether the various questionnaires and instruments really indicate Learning Style or whether they are more of a personality test.