Yes, as students are socialized in different ways in their own cultures and bring this socialization to their learning environment. For example, research on Mexican students show that they value team work and perform better when working together in a learning context. I think my research article regarding accommodating learning styles for different cultural backgrounds can be helpful in answering your question:

https://www.researchgate.net/publication/263046162_One_Style_Does_Not_Fil_All_Facilitating_Cultural_Differences_in_Teaching?ev=prf_pub

Best regards,

Debra

Article One Style Does Not Fit All: Facilitating Cultural Difference...

Li-Fang Zhang and Robert Sternberg are important. In the ff.article, they do consider how the students react in their social network as part of their learning styles.

Zhang, L.-F., & Sternberg, R. (2005). A Threefold Model of Intellectual Styles. Educational Psychology Review, 17(1), 1-53.

http://link.springer.com/article/10.1007/s10648-005-1635-4

First and foremost I know that learning is very important in the Humble ISD, and we are expected to do our best to teach to their learning styles. When possible I try to incorporate all of the learning styles when I am teaching. To answer your question, Yes, I think the way student react in the social network is worth studying. The reason being is that social networking is becoming a valuable tool in society as a means of communication. If students are not aware of the good and the bad that social networking offer, they should be taught the etiquette of social networking.

You might consider this heresy, but you could back up and ask whether there is really good support for the assumption that there are significantly different learning styles that consistently predict how well individual students learn in particular types of classrooms or learning environments. Some recent reviews suggest that such evidence is very slim and limited at best. E.g., Rohrer, D., & Pashler, H. (2012). Learning styles: where’s the evidence?. Medical education, 46(7), 634-635.

First one should established different social interaction  styles, definitely delivering different personality orientations and distinct strategies employed  as far as learning is concerned. you may be first one to develop a model for assessment of learning style based on social interaction. As this idea could also be used for persons who have never been to school or formal education but undoubtedly have their preferred learning styles. 

Yes I can help. First what level and for school or university. What is the purpose of this curriculum?

I suggest you consider the following, 

http://www.slideshare.net/mobile/hodgesc/learning-styles-18939517

Yes, nad trying to find out what really contribute on learning style of students. Will use SAM to check this.

My students will explore about this.

Yes, as students are socialized in different ways in their own cultures and bring this socialization to their learning environment. For example, research on Mexican students show that they value team work and perform better when working together in a learning context. I think my research article regarding accommodating learning styles for different cultural backgrounds can be helpful in answering your question:

https://www.researchgate.net/publication/263046162_One_Style_Does_Not_Fil_All_Facilitating_Cultural_Differences_in_Teaching?ev=prf_pub

Best regards,

Debra

Article One Style Does Not Fit All: Facilitating Cultural Difference...

I respectfully disagree that the Zhang and Sternberg work is convincing. One needs to look very carefully at how statistics are used, in any of this research, and whether work has been in any convincing way validated. The papers I've read (which I admit is only a subset) rely on paper-and-pencil self-reports, and test measures of association between them. One problem with such work, as any linguist can tell you, is that people have lots of pre-existing semantic associations, and these alone can drive the often-modest associations among items. Of course the items were designed, a priori and top down, to be associated, so there's a lot of weak confirmatory findings in the literature. Bear in mind that factor analysis, for example, is a 'dumb' method that simply settles on 'pools' of shared variance, and VERY weak associations can create what look like strong factors. I'm waiting to see evidence that a mindless semantic-association network, spiked with random seeds of a priori word preferences, wouldn't come up with the same findings as instruments like Zhang and Sternbergs'.

Research like this (including but not limited to Zhang & Sternberg's) really requires, and is usually lacking, validation: construct, internal, external, and discriminant. The findings I see reported offer only moderate internal validiation (actually a sly blend of validity and reliability, if one examines the items carefully), and no (or perfunctory) external validation. When external validation is touted, it is generally limited to other instruments designed to measure more or less the same self-constructs, so they are actually more confirmatory than validating.

All of the thinking styles research in education that I've seen, so far as I can tell, is based on self-report, with little external validating evidence. When there is external validating evidence, it's limited to a single personality construct. The problem then is that many of the differences might be subsumed by 'g' or, if you don't accept that construct, by other general trait-level differences that 'trickle down' into weak biases to prefer certain answers or items. For example, in all of Zhang and Sternberg's confirmatory research (that I've looked at), they only look at related or competing (but ultimately fairly similar) measures of learning style. They do not, for example, rule out factors like IQ or motivation/interest. That is one reason it is weak confirmatory research.

I find it very telling that in Zhang and Sternberg's 2006 paper, they describe the Meyers-Briggs inventory uncritically, as a serious measure of personality style, whereas serious assessment and measurement researchers all consider it an invalid cash-cow test: makes its publisher lots of money, but has no demonstrated validity. I think that raises questions about whether strictly critical standards of evidence are being applied.

Even if you disagree with some of my opinions (and I'd be happy to get pointers towards studies that address my concerns and criticisms), we can always ask: is there evidence that students do better academically in environments that 'fit' their so-called learning style? The answer appears to be "barely any, but not for lack of trying." See, for example, Pashler et all 2008 (http://psi.sagepub.com/content/9/3/105.short) and Mayer 2011 (http://www.sciencedirect.com/science/article/pii/S1041608010001585). So far as I can tell, as an outsider to this field, there are lots of claims or assumptions that student learning styles matter for learning outcomes, but the evidence for that is so far virtually non-existent.

Thank you Mr. Noor shah Saad. I am studying the Learning Styles in the university level. It is nice to hear that others are considering socialization as a factor or Learning Styles. 

So far, I can conclude from all comments that there are three opinions:

It is really good to hear from you all, and I hope to hear more.

I am still reading "A Threefold Model of Intellectual Styles", thank for sharing Mr. Jae Park!

Hi there,I believe that what the literature is describing 'habits', otherwise called learning styles, learning preferences, things that get noticed, and various other quite smart ways of describing differences. Another term for habits might be highly reinforced neural channels or networks. I rarely change my adult learning/teaching style as a consequence of finding out the habits that occur in group settings such as lectures, or experiential training groups. However, I do invite students to consider their habits and especially how they may inadvertently think others have similar habits of mind, or habits, as they do. Or alternately notice that people do not have such habits and are therefore often deemed by them to be deficient in some manner. I invite them to relate this to the case of Gulliver in Gulliver's Travels by Swift - where two countries were prepared to go to war over which end of an egg they opened: a practice that was decreed by royal/supreme writ. Habits are about as significant as which end of an egg is opened. I have found adults make use of such information to learn forgiveness and acceptance of others for the heinous crime of having different habits.Research into deep and surface approaches to learning shows, from my perspective, shows a similar deficiency and I added a link below.This is relevant to your question from the perspective that habits of mind, or habit are habits not only in a formal learning setting but also in other setting, where learning is also essential or peripheral. Are the habits similar - well that is an interesting area of research. I would suggest yes, but not totally dependent on what I term the 'warm-up' of the person. That is how they prepare and respond in the moment to the situation they are in.

http://www.tandfonline.com/doi/full/10.1080/13562517.2012.733689

http://hy8fy9jj4b.scholar.serialssolutions.com/?sid=google&auinit=PC&aulast=Howie&atitle=The+transmogrification+of+warm-up:+From+drama+to+psychodrama&id=doi:10.1016/j.aip.2014.11.004&title=Art+psychotherapy&volume=44&date=2015&spage=35&issn=0197-4556

Hi, I think it will be useful to see the perspective of learning patterns. Authors adopting and researching the model of the four learning patterns of Vermunt hypothesized cultural differences in learning patterns. In the book bellow are interesting findings about the variation of learning patterns across time, contexts, and persons (teachers, fellow learners, and parents). 

https://www.routledge.com/products/9780415842525

Hello Alaa. There is always a social dimension in the relationship between a student and a teacher. I am sure that this relationship influences  learning styles because cognition and affect are embedded in learning styles. Regarding a related issue, I was involved in a national study of school children in Norway. You can download the study on my Research Gate Publications under BRU et al. Best wishes and good luck, Paul

Dear Alaa,

From a personal and practical standpoint, I personally observe students to see how they interact with others in the classroom. If I perceive them as wallflowers, obviously it is my duty to bring them out of their shell by first giving one-on-one instruction. The additional benefit is that other students observing this one-on-one instruction may learn certain things about which they were afraid to ask.

From a more academic standpoint, Baird and Fisher (2005) wrote that there were multiple variables in considering whether or not this was beneficial. First, are the students considered millenials? Millienials grew up as technology matured, and thus may require a different element to learning. Social, online networking appears to be more effective with this generation. Particularly with millenials, other research has also established that millenials learn best in groups of three to eight.

Additionally, Baird and Fisher (2005) wrote about the difference between androgogy and pedogogy; in that androgogical learning was more self-directed, and the teacher should nurture this approach. On the other hand, pedogogy implies that the learner's previous experience is of little value and the teacher must use a more didactic approach. The learner's previous experience is a critical component to androgogy (Baird & Fisher, 2005).

It remains to be seen what components are essential  with the newest generation, Generation Z, which is identified by the fact that these young students have only known technology. I would be interested to read any new literature on applications of learning theory toward this newest generation.

Baird, D. E., & Fisher, M. (2005). Neomillennial user experience design strategies: Utilizing social networking media to support “always on” learning styles. Journal of Educational Technology Systems, 34(1), 5-32.

As a classroom teacher, I was acutely aware of student interactions in and out of the classroom.  Those interactions, in a social setting, gives me the instructor a more well-rounded view of the student.  A more complete student perspective allows me to personalize instruction to that student for greater engagement and efficacy.

Alaa, I would have to agree with Becker.  Although their social skills add to their learning environment, I do not believe that their social skills (how they relate to teachers, peers, etc.) is a learning style.  The different methods, such as visual, haptic, print, auditory, etc. as to how they learn best are what I consider to be learning styles.

Thank you all for your comments, I really learned a lot!

I already read some of the recommended articles and I would like to reply to some comments so we can discuss the results

First, Mr. Jae Park, the theoretical background and research review on the article "A threefold model of intellectual styles" are very good and helpful but I really found a proposed model not useful ! Zhang and Sternberg suggests that we should gather the learning styles of 10 different models in one, which is in my opinion inapplicable. For example, they suggest a "study in which all participants respond to all inventories discussed above that are relevant to the 10 individual style models"!! Moreover, I searched whether if the model has been tested and adopted in later works and I didn't find any research paper. Please, share any relative research if any.

Second, Mr. Gedeon O Deák and Mr. Charles B. Hodges, I read some of your recommended articles including:

• Rohrer, D., & Pashler, H. (2012). Learning styles: Where’s the evidence? Medical Education, 46, 34-35
• Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles concepts and evidence. Psychological Science in the Public Interest, 9(3), 105–119.
• http://www.slideshare.net/hodgesc/learning-styles-18939517

I agree with the authors that Learning Styles research should provide convincing and empirical evidences before being integrated in teaching practices that because it really cost a lot of effort and money. A proposed research-design presented in the paper is quite well but the authors forgot one important issue: NOT all Learning Styles categories are identified to teach students according to them. The author insisted in the idea of ALL Learning Styles aim at "meshing hypothesis, according to which instruction is best provided in a format that matches the preferences of the learner (e.g., for a ‘‘visual learner,’’ emphasizing visual presentation of information)." They keep using that "visual" and "auditory" example all over the text. Actually, "meshing hypothesis" is not the aim of all Learning Styles models. For example, if the model classifies the learner into: Deep Learner and Surface Learner, it makes no sense to teach Surface Learner according to his/her preference. The aim of such model is to detect this style in order to notify the learner about the consequences of his/her style and change it if possible.

Hope this comment opens discussion so we can all share one conclusion. 

By the way, I am still reading other recommended papers.

Ideally it is best recommended. But, in a competitive environment (in India), it is not practical...with students tending to keep info confidential. But on a small scale, my wife and me, have tried this. It does work, with students adding value to the final answer.

Thanks

Dr  & Dr(Mrs) Ananthakrishnan

Hi!

When you write "how the student reacts with", do you mean how a student interact with others?

And is it only other students in the classroom, or is it also in other contexts, such as for example in social media?

Anyhow, it is important to study. As a teacher, I adjust my lectures on the fly, and adapt to the vibrations and climate in the classroom. Might sound corny, but it is basically just a matter of being observant (often unconsciously) and alter my voice/tone and the content (level of difficulty) along the way. The ultimate goal is to both provide information/facts, and to motivate further study.

Hope it helped!

Kent

Hi Mr. Kent Löfgren. Thank you for your feedback and, Yes, I mean "interact". Also, social network includes real life and online, whatever.

Anyway, I modified the text to be clearer.

Thank you Dr. Stefan Svetsky,,

Actually, we are now talking through a social network, "ResearchGate". I don't know, but to me, I have learned a lot from all comments.

Anyway, there is another branch of the question that I don't hear your opinion about, that is the real life social network. In my point of view, the interaction between students and their teachers, fellows, parents and friends (in or out classroom) is part of the real life social network.

i agree with you but the presence of internet is poaching seriously on the parent and teachers relation to the child / student as the case may be.

check this out might be useful : The Internet and social life

JA Bargh, KYA McKenna - Annu. Rev. Psychol., 2004 - annualreviews.org

I'm not familiar with "Learning Styles" but how a student interacts within the social setting that learning is taking place in is intimately tied to what is learned and how it is learned. 

Attn: Prof  ALAA

It is very important that teachers should match with the Student Lrng styles. But in real life...it is up to the teacher(s) to assess the common issues ans then discuss them in a class...  the non-participative group are also benefitted.

Reactions awaited please.. because this is just the beginning of the debate.

Regards

Dr Ananthakrishnan

But what evidence do we have that learning styles actually exist? In their excellent review, Coffield et.al, question whether they really do.These authors bemoan the lack of reliable research in this area. Their review shows that learning styles theories have low reliability, poor validity and a negligible impact on teaching and learning. But what learning styles lack in evidence, they certainly make up in numbers. There are 71 different and competing learning styles theories out there, many of which contradict each other. Maybe people don’t have learning styles at all; they simply have personalities.

 Learning styles: do they really exist?... Med Educ. 2006 Aug;40(8):716-7.

Recent studies find that the scientific research on learning styles is weak and unconvincing. 

Learning Styles: Going, Going, Almost Gone

 By Pat Galagan

 Learning styles theory, although not on the rocks of full discredit, is in the dangerous shoals of scientific questioning. Research during the past five years has undermined the validity of learning styles—a popular belief that people learn best through a particular “modality” such as hearing, seeing, or manipulating objects, and that training should accommodate people’s learning styles to be more effective.

Sorry - no citation.

Neuroscience does support Kolb’s experiential learning theory (KELT) in areas of novelty (new or different experiences), holistic learning, active learning, and emotional connection. Emerging neuropsychological evidence demonstrates that certain types of learning involve both pre-frontal lobes and brain stem activity (Immordino-Yang, 2011). Experiential learning integrates different neural networks during the learning event (Piaget, 1950/2001), resulting in multiple memory pathways (Hebb, 1949) and connections between abstract concepts. For example, having students provide personal explanations or demonstrations of the concepts through multiple modalities produces higher retention (Craik & Tulving, 1975). Elaboration through a number of modalities creates more linkages, unlike learning styles, which is often interpreted to suggest that an individual learns better and can perform better when their learning style” is accommodated (Pashler et al., 2008).

 Schenck, J. Cruickshank, J. Evolving Kolb: Experiential education in the age of neuroscience. Journal of Experiential Education. Mar2015, Vol. 38 Issue 1, p73-95. 23p. 4 Diagrams, 2 Graphs. DOI: 10.1177/1053825914547153.

I read here, several interesting comments.

In our studies about learning patterns (approach to learning) we're identifying that certain personal and contextual factors have an effect on learning patterns. However, we found that MEANINGFUL LEARNING (more constructive, based on conceptual change) seem to be more linked with personal factors (age, gender, effort) more than cultural or contextual factors. But the REPRODUCTIVE learning (more fix, stable, based on memorization, intake of knowledge is more linked with contextual factors (peers, family, perception of teaching).

Cheers,

J. REINALDO MARTÍNEZ-FERNÁNDEZ

You might be interested in the article, which depicts the importance of collaborative and networked learning.

Dear Mr. Juha Kettunen,,

Many thanks for sharing the article. Actually, the study may be conducted at the University of Tampere, Finland. This article will certainly help!

Oh yes! It is important to know that about 50%  of what student learn is done outside the class/ lecture room. Those interactions play a big part in learning. Universities are looking at creating Learning and Living Networks in order to facilitate this informal learning.

Hello All- as you can see from the scope of the article , we limited the discussion to some few variables that are from a well accepted model....several years ago now...and in the context of hospitality education. We continue to develop our teaching and learning here at EHL to reflect the evolution in learning environments, particularly  technology enabled learning. Thanks for the input ! Hilary

Yes, that is why I promote student engagement with relevant local professional body events; some people will engage with this learning experience more than with other options.  As we are all learning all the time some people will take advantage of this way of learning more than others and each will certainly take different things from the experience.  However, there seems to be a lack of research into whether there is more value in face-to-face discussions compared to the use of on-line discussions and social media engagement.

Ms. Hilary,,

Thank your for your feedback but can you please mention the title of the article?

I would like to read if possible

Yes. Learning is a multifaceted process. It  psychologically starts at home from what and how a child intetacts with his/her family: the discussions they make and priorities they set together regarding education. As a child sets his/her foot at school; a childinteracts with peers who are equally stong to influence how a colleague sees education and how better someone has to tackle it. Thus, messages and practices noticed by a child across all social groups rregarding education are very influential in motivating an individual to learn. Teachers should therefore try to explain difficulties an individual child gets by looking on the type/nature of social groups he/she comes across in life.

Hello, Alaa!

I considerer that as teachers we need also keep in mind our teachers teaching and learning beliefs, and students beliefs, needs, and context. 

I would like to keep the discussion alive. Here, I already read another articles mentioned earlier by Mr. David Ross Britton:

• Walsh, K. (2007). Learning styles: do they really exist? Medical Education, 41(6), 618–620. doi:10.1111/j.1365-2923.2007.02774.x

Mainly, the author concluded: "Maybe people don’t have learning styles at all; they simply have personalities."

I think that the way one can answer such question might be by administering Learning Styles questionnaire and Personality scale on the same subjects and see if the relation is very high. If yes, then we can conclude that both "Learning Styles" and "Personality scale" measure the same construct.  

Fortunately, such studies have already been done on some Learning Styles sales (namely Vermunt's ILS) and revealed that" In general, the correlations between learning style and personality factors were modest." (Vermunt & Vermetten, 2004, p.374).

Hope I get responses on this issue from all participants. Are you agree or not?

Vermunt, J. D., & Vermetten, Y. (2004). Patterns in student learning: relationships between learning strategies, conceptions of learning and learning orientations. Educational Psychology Review, 16(4), 359–384.

I may be able to give a different perspective on this.  As a physicist I chair a course committee for a GE course on Perception.  Other members include a neuroscientist who taught at medical school, and a psychologist.  Both of them independently dismissed the learning styles idea as a novelty.  Yes, students have preferred styles, but all students learn best when they engage the ideas in multiple modalities.  Memories are reconstructed from, among other places, the parts of the brain for each of the senses involved.  One might extend that reasoning to the brain processing which makes deeper meaning.

Responding to Stefan (below),  my committee members say that at a minimum, we should involve as many of their senses as possible as an important first step.  I have heard this referred to in Ed Psych as Multiple Modalities.  My own experience with guided Socratic inquiry encourage me to add to that the requirement that students make their own meaning in their interaction with the concept, their peers, and with me.  Dr. Phillip Saddler models this behavior with a young lady who appears to believe that she needs a socket for a light bulb to light.  This sequence shows up at Learner.org in the video Minds of Their Own.

We might consider this on the output end as well. Requiring students to represent a problem in as many ways as possible seems to be the most effective way to help students accomplish transfer, or transferring their understanding from the context in which they learned it into a new context.   Multiple representations seems to give them the best chance of glimpsing how the new situation might be similar to one they know how to answer.  This is a very difficult skill to learn and maintain.

Responding to Stefan,  my committee members say that at a minimum, to involve as many of their senses is an important first step.  I have heard this referred to in Ed Psych as Multiple Modalities.  My own experience with guided Socratic inquiry encourage me to add to that the requirement that students make their own meaning in their interaction with the concept, their peers, and with me.  Dr. Phillip Saddler models this behavior with a young lady who appears to believe that she needs a socket for a light bulb to light.  This sequence shows up at Learner.org in the video Minds of Their Own.

An additional requirement is that students  express the correct answer accurately and precisely in complete sentences.  I observe that the understanding/learning  is ephemeral unless this happens.

We might consider this on the output end as well. Requiring students to represent a problem in as many ways as possible seems to be the most effective way to help students accomplish transfer, or transferring their understanding from the context in which they learned it into a new context.   Multiple representations seems to give them the best chance of glimpsing how the new situation might be similar to one they know how to answer.  This is a very difficult skill to learn and maintain.

Lot of criticisms have been written on Leaning Styles. As far as I notice from all comments here on this post and from the papers I read so far:

• Most of the criticisms come from United States.
• There are terminology confusion in the field; while some researchers point to Learning Styles as trait (most US researchers hold this notion), others refer to Learning Styles as state.
• Researchers on Learning Styles field come to a conclusion: 'We are under fire and we should do something to correct some heritage mistakes'.

One of the fruitful steps to correct terminology confusion that some researchers start using different terms to distinguish between different meanings. For example, Learning Patterns, Studying Strategies and Intellectual Styles are now different terms for different meanings (see Vermunt & Vermetten, 2004; Zhang, 2005).

Finally, I would like to say that I will continue on Learning Patterns direction. Thanks for all participants in this discussion. 

Vermunt, J. D., & Vermetten, Y. (2004). Patterns in student learing: relationships between learning strategies, conceptions of learning and learning orientations. Educational Psychology Review, 16(4), 359–384.

Zhang, L. F. (2011). The developing field of intellectual styles: Four recent endeavours. Learning and Individual Differences, 21(3), 311–318. doi:10.1016/j.lindif.2010.11.018

Zhang, L. F., & Sternberg, R. J. (2005). A threefold model of intellectual styles. Educational Psychology Review, 17(1), 1–53. doi:10.1007/s10648-005-1635-4

Thanks for sharing your summary, Alaa.

Hi Alaa,

I am not certain that they would effect Learning Styles but they certainly will affect learning outcomes - so it could be the case that it is largely an argument about semantics (how students learn in terms of categorised styles) rather than an argument about substance - (that students learn). In my view the latter is more important so I certainly consider the influence of peers, families etc must be considered in any examination of student learning.

Regards, Kevin.

To clarify a bit about what Alaa said about American criticism of Learning Styles; that criticism is specifically about the notion of the Learning Styles being Visual, Auditory, or Kinesthetic.  I also don't believe it's just an American criticism.  I have seen research and commentary from the EU as well.  

Will Thalheimer provided this summary of recent research about Visual, Auditory, and Kinesthetic Learning styles here:

http://www.willatworklearning.com/2015/07/new-scientific-review-of-learning-styles.html  

Etienne Wenger,  Maarten DeLaat, and Beverly Trayner have created a framework for "Promoting and assessing value creation in communities and networks" that you might find useful.

http://wenger-trayner.com/resources/publications/evaluation-framework/ 

As long as education is a one way traffic, we know that we have started the journey but we are far from arriving.  But when we start learning from each other in learning settings, irrespective of age, the degrees and title we carry etc, we sure are truly learning! So we need all the bits and pieces from all role players to form the whole we call knowledge. 

I believe that each one of us has a certain learning style that is dominant in him/her. By saying that, I do not mean that it is permanent in us, but it can change when we try to adapt to new environment.  The categorization of learning styles is just for easy generalization to understand learners and how to motivate them in learning. It is definitely a worthy area to study especially when you relate learning styles to personality types.