Georgia Highlands College

Learning Styles


In this module,†you will glean a basic knowledge on the history of learning styles, multiple intelligences and how to better accommodate†your learning style and intelligence(s).† Ultimately, this module will act as an educational tool, which contributes to your success in the classroom and beyond.

†Goals and Objectives:

  • The student will glean a basic knowledge on the history of learning styles.
  • The student will understand how multiple intelligences share a synergistic link with learning styles.
  • The student will learn how to identify his or her intelligence(s)
  • The student will learn how to better accommodate his or her learning style.


There are numerous learning styles and intelligences (Reid, 1987; Cassidy, 2004; Kolb & Kolb, 2005; Graf & Tzu-Chien, 2009; Gardener, 2011).† In fact, active research on learning styles has transpired over 40 years (Cassidy, 2004). Additionally, Howard Gardnerís theory on Multiple Intelligences (MI) has contributed to the growth of learning styles as well. We will discuss more on Gardnerís theory later. At any rate, research on learning styles has not only metamorphosed into learning styles but learning models as well (Cassidy). Among the various learning styles and models are Kolbís Experiential Learning Theory (ELT) (Kolb & Kolb, 2005), Paskís (1976) serialist to holist model, Honey & Mumfordís (1992) Learning Style Questionnaire( LSQ) and Reidís (1987) study on visual, auditory,† kinesthetic and tactile learning.† The ELT states that an† individualís learning develops from birth to adulthood, †based upon his or her environment (Kolb & Kolb). Cassidy (2004) states that Honey & Mumfordís (1992) LSQ is an alternative to Kolbís ELT. However, Honey and Mumfordís model goes more in-depth on the ELTís definition of †an activist, reflector, theorist, and pragmatist learner. Paskís serial to holist model states that some learners are serialist and others are holists. Serialists solve a problem by breaking data into small pieces, while holist search for patterns and trends in data, in order to gather new information. In discussing this further, Reidís (1987) research on learning preferences are the focus of this module.† Reid conducted research on various people groups and whether they prefer auditory, visual, tactile, or kinesthetic learning.† He found that various cultures and people groups prefer each of the learning styles.† Auditory learners utilize hearing as their best mode of gathering information, while visual leaners favor eyesight. Tactile learners glean knowledge through handling or touching material and kinesthetic learners best gather knowledge on their feet.

Therefore, there are numerous learning styles and models. Today, past research, brought much of what we know on learning styles to fruition.

As mentioned earlier, Howard Gardenerís Multiple Intelligences (MI) form a†link with learning styles (Gardener, 2011).† In 1983, Gardenerís book entitled Frames of Mind introduced the theory of MI.† At first, there were six intelligences (Gardener).† As time has progressed, Gardenerís theory expanded to eight intelligences. Moreover, Gardener has written many books and recently re-published Frames of Mind this year, with additional information (Gardener).† The MI theory posits that there are learning styles as well as multiple intelligences.† The eight intelligences are verbal-linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial-visual, interpersonal, intrapersonal, and naturalist. Ultimately, Gardener stated that all individuals possess an intelligence and strengths. Thus, all individuals do not learn in the same manner and all individuals do not share intelligence in the same manner.

There are numerous learning styles and intelligences.† Through this module, you will discover your learning style and intelligence.† Ultimately, this newfound knowledge will contribute to your success as a college student and future endeavors.



Please read this moduleís notes and assignments, thoroughly.

Below you will find 5 surveys. The Holland survey is a required completion. However, you may choose to complete 1 of 2 surveys on Multiple Intelligences and††1 of 2 surveys on Learning Styles. Thus, upon the selection of your surveys and completion of the Holland survey, you will have completed 3 surveys in all. In addition, please print all survey results. You will need these results, in order to complete the narrative portion of this assignment.



NOTE! This page will not work with AOL's browser.

Index of Learning Styles Questionnaire

When you have determined your learning style, search the style on the internet to get further pointers on how to adapt your study habits, techniques for retention, etc,

Multiple Intelligences Inventory

(Go to bottom of page to Click here for a printer friendly version of this inventory )

A Simple Multiple Intelligence Inventory.

(The high scores indicate your areas of intelligence.† Click the next link to get a further explanation of your style)†

Holland Occupational Themes

(Once you have determined top 3 scores (themes) click on next link to give further explanation.)


In this section, you will compile all survey data into a 3 section, first person narrative. The narrative must comprise a minimum of 2 pages. Please remember to proofread your work and review all questions to ensure that you have followed each set of directions.

Section 1

How can you better accommodate your learning style?

Section 2

Upon completing the Multiple Intelligence Survey, what did you learn about yourself?

Section 3

How will you use the knowledge gleaned from the Holland Survey?

How has this affected you as a college student and your educational pursuit?




Cassidy, S. (2004). Learning styles: an overview of theories, models and measures. Educational Psychology, 24(4), 419-444.

Gardner, Howard. (2011) Frames of mind :the theory of multiple intelligences New York, NY : Basic Books.

†Graf, S., & Tzu-Chien, L. (2009). Supporting teachers in identifying students' learning styles in learning management systems: an automatic student modeling approach, Journal of Educational Technology & Society, 12(4), 3-14.

.Honey P, Mumford A. (1992) The Manual of Learning Styles 3rd Ed. Maidenhead.

†Kolb, A. Y., & Kolb, D. A. (2005). Learning Styles and learning spaces: enhancing experiential learning in higher education. Academy of Management Learning & Education, 4(2), 193-212.

Pask, G. (1976). Styles and strategies of learning. British Journal of Educational Psychology, 46(2), 128-148.

†Reid, J.M. (1984). The learning style preferences of esl students. TESOL Ouarterly, 21(1), 87-109.

© 2018 Georgia Highlands College