Learning styles

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The term learning style emerged in educational literature during the 1970s, yet its definition and measurement remain contentious. Researchers have struggled to establish a cohesive theoretical framework for learning styles, leading to ongoing debates about how to define and assess them effectively. While there is general acceptance and interest in the concept, significant disagreements persist regarding characterization and measurement. Despite the intuitive appeal of various theories applied in schools and organizations, the scientific community often views assessment instruments with skepticism, criticizing their psychometric properties and lack of independent validation. As a result, some consider these overarching concepts to be meaningless or obsolete. However, the differences in learning styles are crucial as the volume of information and necessary skills for processing it continue to grow rapidly. The impact of these differences on learning and pedagogy has gained prominence, particularly in increasingly diverse and inclusive higher education environments, enhanced by technology. This book reviews the construct of learning styles and popular assessment instruments, detailing their strengths and weaknesses.