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?
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.
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?
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?