Let Content, Not “Learning Styles,” Determine eLearning Format

Often, the very definitions of learning styles suggest theirlack of substance: Many websites explaining learning styles or promoting toolsbased on teaching to them define learning styles in terms of individual preference.That’s actually accurate; a learning style is apreference for consuming information in a particular medium or format. Proponents of teaching to learning styleswant L&D professionals to believe that it’s much more: the key to reachingeach individual learner. Consuming information is not learning, though, andpeople’s preferences are malleable. That’s why content should bethe guiding factor in determining eLearning format—not learning styles.

Learning styles are not a map for instructional designers orteachers to follow in personalizing instruction. Most of all, they are not atool that offers insight into how anyone learns most effectively, mostefficiently—or at all. Learning preferences are a matter of taste, personality,experience, mood—much like favorite colors or chosen style of dress; and, likeclothing, what’s suitable changes based on many factors.

Knowing that underscores the problem with attempting totailor instruction to learning styles. The best format for presenting eLearningcontent has far less to do with hard-and-fast learner preferences than with thesubstance of the content, learners’ existing knowledge, and the circumstancesunder which learners will consume and use the eLearning and the information itconveys.

Proponents of learning styles would have instructionaldesigners, teachers, and learners themselves believe that tailoring eLearningto each learner’s intrinsic learning style will improve engagement and results.Unfortunately, the evidence isn’t there. As eLearning Guild research directorJane Bozarth explains in TheTruth about Teaching to Learning Styles and What to Do Instead,her comprehensive examination of research on learning styles, “Researchers haverecommended that time and energy would be better spent matching instructionalapproach to content and type of material being taught rather than to anyperceived individual preference or ‘style.’ ”

Consider the circumstances

Ironically, a website promoting the debunked “VAK,” orvisual-auditory-kinesthetic learning styles paradigm, offers a helpfuldiscussion on “understanding learning preferences.” It asks readers to envisionspecific scenarios and how they’d respond, with the idea that this offers cluesto the reader’s natural learning style. It does offer insight into the person’spreferences—as well as her ability to use the tools at hand to address aspecific situation.

An eLearning parallel might be asking a learner to imagine aspecific moment of learning need—and then to imagine the optimal way to resolveit. For example:

• You’re a manager, and it’s time to fill outannual reviews for your two direct reports. You’ve only done this once before,and you don’t remember the process. Would you prefer to listen to a lecture onhow to fill out the forms; watch a short video where a manager fills them outon screen; or open anannotated form with tips for completing them efficiently? Most managerswould choose the infographic, a performance support tool that helps themcomplete the task with minimal interruption of their workflow. Does that meanthat all busy managers are visual learners?
• You’re a sales rep and you are driving to ameeting with a client. This morning, you saw that some features of atop-selling product were just updated. Would you rather listento a brief podcast that reviews the changes; read a sales brochure;or watch an animated video that allows you to answer questions and matchfeatures to products? If you’re in your car and just need a quick update, thepodcast is the most appropriate choice. Does that make you an auditory learner?
• You’re stuck waiting at the doctor’s office, andpull out your mobile. You need to complete a mandatory refresher on some safetyfeatures of a piece of equipment you use frequently at work. Do you want to usethe 360-degreevideo simulation; engagewith a chatbot and answer a few questions; or wait until you’re backin the office and can attend a demo? If your time is short, and you’re alreadyfamiliar with the workings of the equipment, you’re likely to do the short chatbot-basedtraining. It’s the most efficient way to cross that obligation off of yourto-do list. Does that make you a kinesthetic learner?

All of the training options suggested are valid ways toteach learners. Any of the various options could be highly appropriate for thesituations described. The learners’ preferences may run to video or games orquick reads—if all other factors are disregarded. But in a busy public space,like a waiting room, an immersive simulation is inappropriate. To use drivetime effectively, a podcast is the best way to consume information. When anemployee needs support while doing a task, asolution that helps in the workflow is likely to be the best choice,even for someone who normally enjoys learning from videos or lectures.

Consider the content

Whenever it is feasible, instructional designers should tryto offereLearning in more than one format or modality—but not because theyare trying to teach to learning styles. Providing options does acknowledge avariety of preferences. It also acknowledges the varying backgrounds learnersbring and the range of conditions in which they work and learn. Bozarth raisesthe possibility that, “Depending on context, everyone may benefit from aparticular approach over another.”

Some content doesn’t lend itself well to particular learningor teaching approaches, a factor that instructional designers must consider.Written descriptions will be less helpful in learning to recognize birds’ songsthan recordings. An infographic job aid illustrating the steps of anunfamiliar, complex procedure will likely be of little help to an employee who’snever seen it done—though, once he has learned the process and done it a fewtimes, the job aid might help him remember key steps.

There’s also the matter of prior knowledge. A brief chat-basedsafety training Q&A might not suffice for a new employee or one who rarelyuses the equipment in question. That individual might need more information tolearn the safest way to operate it. But refresher training for a person whouses the equipment often can be shorter and focus on changes, the mostessential safety points, or checking overall knowledge.