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dc.contributor.authorLeBlanc, Theresa Rene ( )
dc.date.accessioned2019-03-14T17:43:19Z
dc.date.available2019-03-14T17:43:19Z
dc.date.issued2018-02
dc.identifier.citationLeBlanc, T. R. (2018). Learning Styles: Academic Fact or Urban Myth? A Recent Review of the Literature. Journal of College Academic Support Programs, 1(1), pp. 34-40.en_US
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/7914
dc.description.abstractWhile advocates of learning styles have suggested postsecondary educators and learning support programs match instruction to students’ learning styles to enhance learning, past decades of research criticize educator’s co-option of and disprove researchers’ efforts to prove learning styles’ existence and worth as a valid construct. The author examines numerous research articles that have challenged the efficacy of learning styles based on empirically provable evidence. The author also cites how the learning styles paradigm continues to be used in the field of postsecondary learning assistance. The author concludes that instead of promoting learning styles, educators should instruct learners on the intentional use of learning strategies.en_US
dc.formatText
dc.format.extent7 pages
dc.format.medium1 file (.pdf)
dc.language.isoen_USen_US
dc.publisherThe Education Institute, Texas State Universityen_US
dc.sourceJournal of College Academic Support Programs, Spring 2018. San Marcos: The Education Institute, Texas State University (U.S.), Vol. 1, Issue 1.
dc.source.urihttps://journals.tdl.org/jcasp/index.php/jcasp
dc.subjectEducationen_US
dc.subjectLearning stylesen_US
dc.subjectLearning assistanceen_US
dc.subjectLearning strategiesen_US
dc.titleLearning Styles: Academic Fact or Urban Myth? A Recent Review of the Literatureen_US
txstate.documenttypeArticle


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