The serious limitations of ‘learning style’

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Abstract

This article reviews some aspects of the concept of 'learning style', and appraises some evidence concerning its measurement. Bruce McMillan argues that while there is a common-sense basis for teachers' use of the concept, there is no justification for the implication that the term represents a fixed and readily measurable characteristic of students. There are a number of serious risks in the assumption that an 'objective' measure of learning style can, or should, determine a teaching strategy.

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McMillan, M. (2001). The serious limitations of ‘learning style.’ Set: Research Information for Teachers, 1, 36–39. https://doi.org/10.18296/set.0767
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