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Numerous learning styles have been proposed in the last decades, in some cases with overlapping characteristics with the same or different names.
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Numerous learning style instruments have been developed over the years.
Numerous factors, including learning styles, affect the learning process of nursing students.
We consider that choosing to focus on learning style orientations (henceforth 'LSO's) rather than individual learning styles is preferable for both researchers and teachers, as tracking the effect of numerous individualised learning styles on classroom participation is likely difficult, particularly with large class sizes.
Where next for learning styles?
Learning styles were measured by both the Felder Silverman Soloman Index of Learning styles and VARK learning styles instruments.
A potential criticism of choosing to group participants by LSO rather than individual learning styles is that certain learning styles may not be well represented within a particular LSO, although the LSI has been tested and validated in numerous previous studies.
Further exploration of learning styles is suggested.
The results determined the discriminatory learning styles.
Faculty matched pedagogy to learning styles (Q2).
The student learning styles were also investigated.
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