Advice about the use of learning styles: A major myth in education

Our goal in this paper is not to conduct another extensive review of literature in the area, but to initiate a dialogue among educators who continue to make assertions about the usefulness of identifying students’ learning styles with little or no research support. We will discuss the status of learning style instruction and the unsubstantiated claims made by authors of learning style instruments and by instructors. Many of our comments are influenced by two recent comprehensive reviews of learning styles (Coffield et al., 2004a, 2004b)