Learning Unveiled: Myths Busted and Practices That Work

Did you know that learning styles don’t improve learning outcomes? Let’s explore why.

I have always believed that learning never ends—a lifelong journey that continuously shapes who we are and how we engage with the world. But then I had a thought: What if learning never truly began for someone? What a profound shame that would be. This belief has fueled my passion for understanding and improving how we design and deliver education and training, ensuring everyone can experience meaningful and effective learning.

Throughout my education and professional experience, I have encountered a persistent myth about learning that highlights the importance of evidence-based understanding. Most of us, at some point, have been introduced to the concept of learning styles, whether as students, educators, or trainers. Like many, I once confidently believed I had a specific learning style that suited me best. For instance, imagine a self-proclaimed kinesthetic learner who prides themselves on assembling a VCR without instructions. It seems logical, but as research shows, this belief does not hold up. Learning styles do not enhance outcomes when instruction aligns with them—an idea that challenged my assumptions and shifted my approach to learning design.

This is why evidence-based understanding is critical in my field. Education must move beyond intuition and adopt practices grounded in research to truly benefit learners. By embracing principles from cognitive science and psychology, we can design learning experiences that work universally rather than relying on myths or unproven strategies. Evidence-based methods ensure that the resources, time, and energy invested in education produce meaningful, lasting results.

What is Learning?

"Learning results from what the student does and thinks and only from what the student does and thinks." – Herbert A. Simon.

Learning is a dynamic process that leads to change, is driven by experience, and enhances the potential for improved performance and future learning. Several key components characterize it. First, learning is a process inferred through observable performance, as it cannot be directly measured. Second, it results in lasting changes in knowledge, beliefs, attitudes, or behaviors, setting it apart from temporary or superficial shifts. Third, learning is inherently active, requiring individuals to interpret and respond meaningfully to their experiences to construct new understanding and capabilities.

Students construct knowledge by engaging with material, peers, and feedback, highlighting its interactive and participatory nature (Lovett, Bridges, et al., 2023). Furthermore, learning has a profound and lasting impact on cognitive, emotional, and social dimensions. As Shuell (2009) emphasized, learning involves internal cognitive processes shaped by interaction and feedback, underscoring the importance of

meaningful engagement in the learning process.

Myth Busted

One of the most pervasive myths in education is the belief that students learn better when instruction aligns with their preferred learning style, such as visual, auditory, or kinesthetic. This idea has been widely accepted and incorporated into teaching practices; however, research evidence strongly disputes its validity.

According to Kirschner and van Merriënboer (2013), no significant empirical evidence supports the notion that matching teaching methods to students’ self-identified learning styles improves learning outcomes. Instead, this widely held belief has been classified as an "urban legend" in education, perpetuated by its intuitive appeal rather than scientific backing. Research shows that effective learning relies on universal cognitive principles rather than catering to individual preferences (Kirschner & van Merriënboer, 2013). For instance, Pashler et al. (2008) reviewed the literature on learning styles and concluded that no credible evidence supports the claim that aligning instruction with learning styles enhances learning.

This myth persists because of its surface-level logic—it feels intuitive that tailoring education to individual preferences would yield better results. However, focusing on learning styles often distracts educators from evidence-based practices that genuinely improve learning. One such principle is the reduction of cognitive load. Cognitive Load Theory suggests that learning is most effective when instructional materials are designed to avoid overloading working memory. This principle applies universally, regardless of students’ perceived learning styles (Sweller, 1988).

For example, presenting information in manageable chunks, using dual coding (combining verbal and visual content), and eliminating extraneous details are strategies grounded in cognitive science that benefit all learners. These practices ensure that students have the mental bandwidth to process, understand, and retain new information effectively (Lovett et al., 2023).

In conclusion, while the concept of learning styles may seem appealing, research consistently demonstrates that focusing on universal cognitive principles, such as reducing cognitive load and enhancing meaningful engagement, is far more effective in improving student learning outcomes.

Evidence-Based Teaching Practices That Work

Research-based teaching practices are essential for fostering deeper and more effective learning. By leveraging evidence-based strategies, educators can optimize student outcomes and create more engaging, meaningful educational experiences. Below are three key approaches drawn from well-established learning theories.

Scaffolding (Sociocultural Theory)

Scaffolding, derived from Vygotsky’s Sociocultural Theory, emphasizes guided support in the Zone of Proximal Development to bridge gaps between current abilities and potential achievements (Vygotsky, 1978). The Zone of Proximal Development (ZPD) represents the range of tasks a learner can accomplish without guidance. Scaffolding involves providing temporary support—such as guided questioning, modeling, or prompts—that enables students to bridge the gap between what they already know and what they can achieve with help.

For example, in a mathematics classroom, a teacher might demonstrate problem-solving steps while thinking aloud, then gradually withdraw assistance as students become more confident. This approach allows learners to internalize processes and build independence, resulting in more effective mastery of new concepts.

The Zone of Proximal Development

Modeling and Feedback (Social Cognitive Theory)

Social Cognitive Theory highlights the power of observational learning and feedback in shaping behavior and skills. Modeling occurs when students learn by observing an expert or peer demonstrate a task. Feedback reinforces learning by clarifying what is done well and what requires improvement.

For instance, a writing instructor might model how to structure an argumentative essay while explaining their thought process. Students then receive constructive feedback on their essays, with specific suggestions for improvement. Such feedback enhances understanding, fosters motivation, and builds confidence by showing students a clear pathway to mastery.

Reducing Cognitive Load (Cognitive Load Theory)

Cognitive Load Theory underscores the limitations of working memory and the need to minimize unnecessary mental effort during learning. Effective instructional design reduces cognitive load by breaking content into manageable chunks, using visuals to complement verbal explanations (dual coding), and eliminating extraneous information.

For example, when teaching a complex science concept like photosynthesis, a teacher could use a labeled diagram alongside a simplified explanation, focusing on essential components before introducing additional details. This approach ensures that learners can process and retain information without becoming overwhelmed.

Follow the Research

To achieve optimal learning outcomes, educators must critically evaluate their teaching methods and prioritize practices supported by robust evidence. By incorporating strategies like scaffolding, modeling, feedback, and cognitive load reduction, teachers can create environments that empower students to succeed. Let’s commit to using research as a guide for making education and training more effective, equitable, and inspiring for all learners.

References

Kirschner, P. A., & van Merriënboer, J. J. G. (2013). Do Learners Really Know Best? Urban Legends in Education. Educational Psychologist, 48(3), 169–183. https://doi.org/10.1080/00461520.2013.804395

Lovett, M. C., Bridges, M. W., DiPietro, M., Ambrose, S. A., & Norman, M. K. (2023). How Learning Works (2nd ed.). Wiley Professional Development (P&T). https://usd.vitalsource.com/books/9781119860143

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/10.1111/j.1539-6053.2009.01038.x

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. & Trans.). Harvard University Press. (Original work published 1930s)