Academia is full of advice, traditions, and “common sense” approaches, some helpful, some… less so. From learning styles to multitasking, not everything we’ve been told about teaching and learning holds up under scrutiny. Welcome to academic myth-busting, where we separate fact from fiction and explore what actually helps students and staff succeed.
Let’s start with a big one: learning styles. You’ve probably heard that some students are “visual,” others “auditory,” or “kinaesthetic.” While appealing, research shows that tailoring teaching strictly to learning styles does not improve learning outcomes. Instead, using varied teaching methods combining visual aids, discussions, and hands-on activities benefits everyone by reinforcing learning through multiple channels.
Another myth: multitasking is efficient. Science says otherwise. Switching between tasks, even checking emails while reading, reduces focus, increases mistakes, and actually slows progress. Encourage students and staff to embrace focused, single-task work, combined with intentional breaks to recharge attention.
Then there’s the classic: cramming is effective. While it may help with short-term recall, cramming rarely leads to long-term retention. Spaced learning, revisiting material over time, and self-testing are far more effective strategies for genuine understanding. Think of it as watering a plant regularly versus dumping a bucket of water once and hoping it thrives.
Note-taking is another area where myth meets reality. Writing everything verbatim is less effective than active note-taking, where students summarise, question, and reflect on the material. This deeper engagement improves comprehension and memory. Staff can model this by demonstrating how to synthesise key points during lectures or seminars.
Myth-busting isn’t just about pointing out what doesn’t work; it’s about highlighting strategies that do. Evidence-backed approaches include:
- Active learning: Engaging with material through discussion, problem-solving, or projects improves understanding.
- Retrieval practice: Testing yourself or quizzing peers strengthens memory more than passive review.
- Feedback loops: Timely, specific feedback allows students to adjust and improve continuously.
- Interleaving: Mixing topics or problem types during practice enhances transfer of learning.
Practical tips for staff include: diversify teaching strategies, embed retrieval practice in lectures and assignments, and provide structured, actionable feedback. For students: space study sessions, engage in active recall, and focus on understanding rather than memorising.
For further reading, see Dunlosky et al., 2013, “Improving Students’ Learning With Effective Learning Techniques” and Advance HE on evidence-based teaching.