I just finished grading a quiz in an art history survey class where I ask students which of the various resources I provide are most helpful, and so many of them are citing ‘embedded videos’ because they’re visual learners. And they’re not doing well. I emphasize metacognition in these classes and yet the myth persists.
This is a great example of exactly the dynamics that the researchers are concerned about, and I thank you for offering it here. This does make me think that the next frontier is going to be designing effective (and hopefully quick) interventions that help people move away from learning styles.
Of course the larger context of students reading less as well as not having good note taking skills just makes it worse, and harder to know exactly what kind of interventions are needed. I’ll be spending part of the summer rethinking my approach. I’ve been doing quizzes online but am thinking I may finally have to go back to in person ones to get them to study.
I just finished grading a quiz in an art history survey class where I ask students which of the various resources I provide are most helpful, and so many of them are citing ‘embedded videos’ because they’re visual learners. And they’re not doing well. I emphasize metacognition in these classes and yet the myth persists.
This is a great example of exactly the dynamics that the researchers are concerned about, and I thank you for offering it here. This does make me think that the next frontier is going to be designing effective (and hopefully quick) interventions that help people move away from learning styles.
Of course the larger context of students reading less as well as not having good note taking skills just makes it worse, and harder to know exactly what kind of interventions are needed. I’ll be spending part of the summer rethinking my approach. I’ve been doing quizzes online but am thinking I may finally have to go back to in person ones to get them to study.