Adult Learning Styles
Discussion on
Kolb's Theory of Learning Styles and Silver and Hanson's Learning Style
Inventory
Discussion
One of the
assertions that Kolb's makes is that learning is a continuous process grounded
in experience (Knowles, Holton & Swanson, 2005). This holds true especially
with regard to adults who have a vast pool of experiences gathered from their
lives. With this in mind, it would make sense to ensure that the adult learning
process is as fruitful as possible. Knowledge of learning styles is one of the
means through which adult learning can be made more successful. Matema (2007)
states that most adult learners are not familiar with their own learning styles
despite being well motivated to learn and self-directed in their learning
activities.
These Learners therefore rely on their strongest sensory modality
to process the information that the instructor is issuing. While this may be
sufficient at times, most learners find themselves handicapped when they meet a
teacher whose teaching method is contrary to their personal learning style.
Education theorists
agree unanimously that there is no specific "one best way to learn"
and adults with different learning styles can still be evenly productive
(MacKeracher, 2004). With this in mind, facilitators or institutes should avoid
favoring particular styles which they perceive as better and therefore
demanding that their learners adopt these “superior” learning styles. Tennant
(2006) notes that while it would be unrealistic to expect educators to use
learning style information to systematically designed and deliver a course to
fit the learning style needs of their student, the information can be used to
make unique modifications that favor all learners.
McLoughlin (1999)
reveals that there has been a "lack of confidence in learning styles
research because inventories and definitions of learning styles vary".
This results in researchers of differing backgrounds and traditions addressing
learning styles in unique manners leading to a marked lack of uniformity.
However, there is need to invest more effort in learning style research since
there is quantifiable proof that an individuals level of learning is enhanced
once information is presented to them in a manner that is congruent to their
specific learning style (Brookfield, 1995).
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