What are Learning Preferences?
Learning Preferences is a student self-reflection diagnostic tool designed to help students better understand how they prefer to learn and how to apply effective learning strategies that match their strengths.
Thinkdrive uses the Index of Learning Styles (ILS)(Opens external link in new window), a well-established online survey, to identify a student’s learning preferences across four key dimensions:
Processing information : Active / Reflective
Taking in information : Sensing / Intuitive
How information is presented : Visual / Verbal
Organising information : Sequential / Global
The learning preferences model was formulated by Richard M. Felder and Linda K. Silverman and further developed and validated by Richard M. Felder and Barbara A. Soloman.
The purpose of the tool is to support students in developing greater self-awareness as learners and to provide practical, research-aligned strategies they can apply immediately.
How does it work?
- Students complete 44 short, forced-choice (A/B) questions
- Results are generated instantly, identifying preferences across all four dimensions
- Students receive tailored learning strategies aligned to their preferences
- Results can be copied or printed for later reference
Important note:
Student responses and results are not stored. Once the report window is closed, results are permanently deleted.
How long does the survey take?
Approximately 12–15 minutes to complete.
How should the results be interpreted?
The results provide an indication of learning preferences and should not be over-interpreted.
A student’s learning preferences profile highlights:
- possible strengths
- common learning tendencies or habits
- suggested learning strategies that may support learning more effectively
The profile does not indicate a student’s ability, limitations, or suitability for any particular subject, discipline, or career pathway.
Students are encouraged to experiment thoughtfully with the suggested learning strategies. When used flexibly, these strategies can reduce frustration, increase persistence, and support greater engagement and success in learning.
Is the Index of Learning Styles a reliable tool?
A range of learning style and learning preference models have been proposed over time (e.g. Honey & Mumford, 1992; Kolb, 1984). Among these, the Felder–Silverman model has become one of the most widely used and researched approaches in educational literature.
Research has demonstrated the validity and reliability of the Index of Learning Styles across multiple studies and educational contexts (e.g. Felder & Spurlin, 2005; Litzinger et al., 2007; Riding & Rayner, 1998; Al-Azawei & Badii, 2014; Yang, Hwang & Yang, 2013).
The ILS has been applied and validated across a broad range of disciplines and learning environments, supporting its use as a robust diagnostic tool for learning preferences rather than a prescriptive measure of ability.
Acknowledgement
Felder, R. M., & Soloman, B. A. (n.d.). Index of Learning Styles.
educationdesignsinc.com/index-of-learning-styles
(Opens external link in new window)