Learning Style/Strategy:
The term learning style only began to appear in the learning literature in the 1970s. One of the reasons for the emergence of the term is that learning style has a practical application, particularly in education and training. There is general acceptance that the manner in which individuals choose to or are inclined to approach a learning situation has an impact on performance and achievement of learning outcomes (Canfield, 1992).
While knowledge of learning styles can help instructors/educators/trainers better understand learners and “have important implications for program planning, teaching, and learning” (Smith, 1993, p. 24, as cited in Conti, in press), they are not something that an instructor/educator/trainer can teach to a learner because they are inherent within the learner. This has led educators to the concept of learning strategies (Conti, in press). “They differ from learning style in that they are techniques rather than stable traits and they are selected for a specific task” (Fellenz & Conti, 1989, p. 7, as cited in Conti, in press). Therefore, “knowing the kinds of learning experiences that students most value may help instructors develop alternative course structures that provide a better fit between their instructional goals and the learning style preferences of their students” (Canfield, 1992, p. 1).
Knowles (1970) noted that the teacher is the most important variable in the classroom for student achievement. “A problem plaguing high schools has been that too many teachers teach in only one way, that is by the lecture method, the same way they were taught” (National Association of Secondary School Principals, 1996, p. 22). If a student does not learn best by the teaching method used by their teacher, then there is a mismatch creating an environment where the student does not reach their maximum learning potential.
To ensure student achievement, teachers/trainers must become aware that participants learn differently. Therefore, different teaching methods are needed in order for the material to be effectively acquired by each student. Teachers/trainers must understand the characteristics of how one learns and assess their own teaching style to successfully reach all students.
An instructor/educator/trainer may enjoy teaching but may not have a basic understanding why the delivery of a particular topic is easier than another, why one delivery method is more comfortable than another, or why the participants were more receptive with different instructional methods. Each instructor/educator/trainer has certain beliefs about life, the subject matter being taught, and how they apply personal beliefs and theory to practice (Zinn, 2004). These beliefs formulate the educational philosophy practiced while teaching.
Learning Strategy:
Learning strategies are “the techniques or skills that an individual elects to use in order to accomplish a learning task” (Fellenz & Conti, 1989, p. 7). That is, learning strategies deal with the methods learners use to gain information in different learning situations (Conti & Kolody, 1999). Learning strategies allow for the learner to make choices and are behaviors that the learner may choose to use when attempting a learning task.
While people approach learning differently, learning strategies in the field of education have been conceptualized in the five areas of metacognition, metamotivaton, memory, critical thinking, and resource management (Conti & Kolody, 2004). Metacognition is “thinking about the process of thinking” (Fellenz & Conti, 1993, p. 9). Metamotivation is “motivation of the individual to learn” (Fellenz & Conti, 1993, p. 15). “Memory involves the mental processes used to store, retain, and retrieve knowledge” (Paul & Fellenz, 1993, p. 22). Critical thinking involves a reflective thinking process utilizing a higher order of thinking skills in order to improve learning (Fellenz & Conti, 1993). Resource management “is the ability to identify sources of information and prioritize their use” (p. 35). Research using these five domains has led to the recognition of three distinct groups of learners. These groups are referred to as Navigators, Problem Solvers, and Engagers (Conti & Kolody, 2004).
Navigators:
Analysis of qualitative data revealed that Navigators desire deadlines, distinct expectations, prompt feedback, structure, and schedules in order to learn best (Conti & Kolody, 1999). “Navigators become easily frustrated and impatient with a casual approach to teaching and can perceive a relaxed atmosphere as an ill-designed timewaster which is lacking purpose” (p. 11).
Problem Solvers:
Problem solvers are best served educationally in an environment that “promotes experimentation through practical experience and hands-on activities” (Conti & Kolody, 1999, p. 13). Problem Solvers think in a divergent and innovative manner and do not respond well to rigidity or conformity in the classroom (p. 13). Problem Solvers utilize critical thinking skills, particularly in the areas of testing assumptions, generating alternatives, and conditional acceptance (p. 12). Lynch (2000) defines critical thinking skills as “the ability to think creatively, make decisions, solve problems, visualize a solution, reason, analyze, interpret, and how to continue to learn” (p. 6).
Engagers:
“Engagers are passionate learners who love to learn, learn with feeling, and learn best when they are actively engaged in a meaningful manner with the learning task” (Conti & Kolody, 1999, p. 13). Engagers derive personal satisfaction from interaction with others and desire a personal relationship with their instructor. The initiation of group work is particularly effective in involving Engagers in class work because it allows for greater interaction with other students (p. 15).