AN OVERVIEW OF THEORETICAL MODELS ON DIFFERENT LEARNING STYLES

AN OVERVIEW OF THEORETICAL MODELS ON DIFFERENT LEARNING STYLES

Doan Thi Phuong Thuc* dtpthuc@thanhdouni.edu.vn Institute or Research on Education and Knowledge Transfer, Thanh Do University Kim Chung, Hoai Duc, Hanoi, Vietnam
Pham Hung Hiep Hiep@thanhdouni.edu.vn Institute or Research on Education and Knowledge Transfer, Thanh Do University Kim Chung, Hoai Duc, Hanoi, Vietnam
Pham Nguyen Hong Ngu phamnguyenhongngudhqn@gmail.com Trường Đại học Quảng Nam 102 Hùng Vương, thành phố Tam Kì, tỉnh Quảng Nam, Việt Nam
Summary: 
In the context of ongoing educational reforms, particularly the shift from traditional teaching methods to learner-centered approaches, researching and effectively applying learning style models to design personalized learning environments is essential. Learning styles reflect how individuals receive, process information, and construct knowledge. From Experiential Learning Theory (ELT) to sensory-based classifications like VARK, as well as cognitive processing models such as Honey & Mumford, a comprehensive understanding of these theoretical foundations enables educators to design flexible teaching methods that cater to learners’ diverse needs. However, these models should not be misunderstood as rigid or fixed categorizations of learners. This paper synthesizes and analyzes prominent learning style models and discusses their practical applications in teaching. The flexible application and understanding of these learning style models contribute not only to enhancing teaching quality but also to fostering students’ learning capabilities and adaptability within modern educational settings.
Keywords: 
Learning style
Experiential Learning Theory (ELT)
Honey & Mumford model
VARK model.
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