Learner Styles Under Scrutiny and Criticism: Toward a more Strategy-Oriented and Study Reflective Perspective

The concept of learning styles as preferences and inclinations towards or constant ways that learners respond to educational stimuli (e.g., teachers’ presentation and input, instructional content, and textbooks) have been the forum of great discussions and debates. These debates range in focus from those that concentrate on the effectiveness of these styles for learning to those that call learning style efficacy a myth. While many studies have found relationships between learning styles and learning success and many students have been gravitated toward the topic, recent research has made clear that there is no evidence for their effectiveness and existence. This paper tries to examine these criticisms against the concept of learning styles and some substituted advocated by scholars in the field of education