How students learn: adapting teaching styles to learning styles
Abstract
Instructors should adapt pedagogical methods to accommodate the widest possible variety of learning styles. What is needed is not a global change in teaching strategy but the systematic adoption of a small number of instructional techniques to cover all poles of the learning style dimensions. Studies are cited that suggest that the preparation time and class time needed to introduce these changes are justified by the likely benefits to the students and to society.>
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The Felder-Silverman Learning Style Model (FSLSM) categorizes learners along four dimensions: active/reflective, sensing/intuitive, visual/verbal, and sequential/global.
“A widely adopted framework for capturing individual learner differences is the Felder-Silverman Learning Style Model (FSLSM), which categorizes learners along four dimensions: active/reflective, sensing/intuitive, visual/verbal, and sequential/global [7].”
From AI for All: Adaptive, Accessible, and Inclusive Learning Experiences in the Age of Intelligent LMSs (2026) · cites this paper as [7]
The citation lists haven’t been fetched yet
References 16 · Cited by 78
- Authors
- Felder, R. M.
- Affiliations
- North Carolina State University (US)
- Corresponding author
- Felder, R.M.
- ORCID
- Felder, R.M.
- Venue
- Proceedings Frontiers in Education Conference
- Publisher
- IEEE
- Published
- 2003-01-06
- Pages
- 489-493
- ISSN
- 0190-5848 (ISSN-L)
- OpenAlex
- W2133319863
- Cited by
- 78
- References
- 16
- Citations by year
- 2026: 2 · 2025: 3 · 2024: 3 · 2021: 2 · 2020: 20 · 2019: 1 · 2018: 1 · 2017: 1 · 2016: 4 · 2015: 2 · 2014: 3 · 2013: 1 · 2012: 4
- FWCI
- 14.08
- Type
- conference paper
- Language
- en
- Open access
- closed
- Locations
- IEEE Frontiers in Education Conference (FIE) (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Learning Styles and Cognitive Differences
- Social Sciences › Education › Evaluation of Teaching Practices
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neuroscience, Education and Cognitive Function
- Keywords
- learning styles, teaching styles, teaching methods, pedagogical adaptation, student learning, classroom teaching
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
