[Kalium]

I'm not sure I understand your point. Are you saying that the idea of Learning Styles, which are about how effectively an individual student learns a subject depending on presentation style, ignores personal preferences of students that don't have an impact on instructional efficacy? Or that it ignores the preferences of teachers?

[JoeAltmaier]

It ignores the fact that one student will ignore the reading if not forced to do it, while another prefers the reading and completes it. Etc. So we see, in practice, different outcomes for different students depending on how the material is presented.

[Kalium]

Thank you for clarifying!

As I understand them, these studies of Learning Styles are focused entirely on pedagogical methods and their efficacy at teaching material to students. The implication, as near as I can tell, is that a student's personal preferences for how they might do things outside an instruction environment is not relevant to efficacy inside an instructional environment. You seem to be contending that a person's preferences for how to learn can and should be expected to impact the efficiency of their learning process - which sounds a lot like the Learning Styles idea!

After all, if a student might have resisted an approach in a counterfactual scenario but did learn successfully and as efficiently as a student who would not have resisted that same approach, then the same outcome is achieved in both theory and practice.

Have I missed something? Perhaps I have failed to understand your point?

[JoeAltmaier]

No I contend nothing nothing about efficiency of each process- its the choice to participate at all that can make the difference.

And I read that first link, which seems to survey teachers and their opinions, with vague questions and no hard data. Not very damning at all? Which paper was nailing which coffins? I missed it.

[Kalium]

If a choice to participate or not, based on process and style, affects the outcomes of students do you think this would show up on outcome-oriented studies? Or are you contending that this effect would only be visible in individual outcomes, and cancel out across groups of any size?

You may also wish to read the second link from the above comment. It could contain the evidence you seek! http://steinhardtapps.es.its.nyu.edu/create/courses/2174/rea...