Unraveling the Truth: Debunking Myths and Embracing Evidence-Based Practices

Hi reader! To begin, I have a pressing question for you. What if I told you that some of the most popular ideas about learning aren’t just wrong and they could be holding us back?

Learning isn’t just for the classroom, it’s something we all engage in every day. Whether you’re a parent helping your child succeed in school, an employee navigating workplace training, or a student juggling classes, understanding how we truly learn affects how successful we are. This isn’t just academic, it’s deeply practical. Misconceptions about learning can cost us time, energy, and motivation. But are we learning effectively? With so much misinformation out there, understanding how we actually learn (and how to design learning that sticks) is critical.

In this blog, I’ll unpack what learning truly is using evidence-based principles, debunk two persistent myths, and explore why grounding education in research makes a real difference. Keep reading so we can explore this and discover how we can all learn better.

Background

Hi, I’m Hope, an Instructional Designer passionate about creating learning experiences that engage, empower, and transform. I have always been passionate about learning (who would have guessed?), and the biggest lesson I've learned is that it isn't a one-size-fits-all concept. Learning is dynamic, constantly changing, and linked to our experiences and interactions. My role involves not only crafting courses and e-learning materials but also managing projects from concept to execution. Every learner I design for is different. They might be a seasoned professional looking to expand their expertise or someone completely new to a field like tech.

This diversity in learners is why I focus so much on accessibility and inclusivity in my designs. Inclusivity and accessibility aren’t just nice to have, they’re essential for effective learning. Learning should meet people where they are, respect their unique journeys, and give them the tools they need to succeed. That’s why I’m so passionate about understanding learning through a research-based lens because i know it will allow me to create solutions that work for everyone.

Capturing the essence of diversity in a learning setting.

Defining Learning

Learning is so much more than memorizing facts or cramming for exams. At its core, it’s about change! A change in knowledge, skills, or attitudes that comes from experiences, practice, or study (Denler et al., 2010).

This change doesn’t happen in an isolated vacuum. It’s shaped by social interactions, emotional states, and cognitive processes. For example, when learners collaborate on projects or engage in peer discussions, they often retain information more effectively. Research shows group learning can improve understanding by up to 25% (Shuell, 2013).

Motivation is another critical element in learning. Research shows that learners who feel emotionally connected to a topic are more likely to engage deeply and retain information. Scaffolding (a method where learners are given support as they build skills) also plays a key role in creating confidence and ensuring long-term success.

So, learning is dynamic. It’s not just about what you know, it’s about how you engage, adapt, and grow through the process.

Debunking Common Myths About Learning

Now, let’s tackle some of the popular myths that hang around learning, much like persistent weeds in a garden. Two myths that definitely need addressing are "Everyone has a unique learning style" and “Learners know best."

Myth 1: “Everyone Has a Unique Learning Style”

You’ve probably heard it before: some people are visual learners, while others are auditory or kinesthetic. It sounds logical, but here’s the truth: there’s no substantial evidence that teaching to specific learning styles improves outcomes (Kirschner et al., 2013).

The reality? People benefit most from varied approaches that engage multiple senses and methods. Using visuals, hands-on activities, and discussions together helps reinforce understanding for all learners, regardless of their so called “style.”

Myth 2: “Learners Know Best”

Another common misconception is that learners always know what works best for them. While self-directed learning is valuable, many learners unknowingly choose ineffective strategies. Kirschner and van Merriënboer (2013) explain that students often prefer methods that feel easier (like cramming) over strategies that promote deeper understanding. Using cramming as a real-life example, it may feel effective in the short term but does little for long-term retention. Educators can guide students to replace cramming with strategies like spaced repetition, which is proven to improve retention.

This is where research-based design comes in. Educators and instructional designers can use proven strategies, like active engagement and feedback, to guide learners toward approaches that truly work.

Guide learners toward approaches that truly work.

Evidence-Based Teaching Practices

Why do these myths matter? Because they distract us from what really works. Evidence-based teaching practices focus on strategies proven to improve learning, like these three:

1. Active Engagement: Learning improves when people actively participate, whether through debates, group projects, or hands-on tasks. Studies show active engagement can boost performance by 30% (Denler et al., 2010).

   
   

2. Feedback Mechanisms: Constructive, timely feedback is essential. Research indicates learners who receive immediate feedback are 20% more likely to retain information and improve their performance (Lovett et al., 2023).

   
   

3. Cognitive Load Management: Breaking information into smaller, manageable chunks helps learners process material without feeling overwhelmed. This aligns with Cognitive Load Theory, which emphasizes limiting the amount of information learners handle at once to improve retention (Kirschner et al., 2013).

Can you feel the excitement in the air? The blend of evidence-based learning principles and dispelling myths is not just academic, but it has real implications for how we teach and learn. By grounding our understanding of learning in verified principles, we are not only improving teaching practices but also cultivating a vibrant community of learners. We create learning environments where learners thrive, not just survive.

Conclusion

Learning isn’t about gimmicks or following trends. It’s about fostering real, lasting change. By understanding the principles behind how we learn and letting go of myths, we can design experiences that empower learners and educators alike.

So, here’s my challenge, let’s commit to learning that’s inclusive, research-driven, and impactful. If you’ve got thoughts, questions, or even doubts, let’s keep the conversation going because true learning happens when we engage with one another.

Emphasizing evidence transforms education, making it more effective and rewarding. Cheers to meaningful learning, supportive educators, filled with curiosity and open mindedness!

A welcoming assortment of educational resources to inspire learning conversations.

References

• Denler, H., Wolters, C., & Benzon, M. (2010). Social Cognitive Theory. In Anderman, E. M. & Anderman, L. H. (Eds.), Psychology of classroom learning: An encyclopedia. The Gale Group, Inc.

• Kirschner, P. A., & van Merriënboer, J. J. G. (2013). Do learners really know best? Urban legends in education. Educational Psychologist, 48(3), 169–183. https://doi.org/10.1080/00461520.2013.804395

• Lovett, M. C., Bridges, M. W., DiPietro, M., Ambrose, S. A., & Norman, M. K. (2023). How learning works: 8 research-based principles for smart teaching (2nd ed.). John Wiley & Sons, Inc.

• Shuell, T. J. (2013). Theories of Learning. In Anderman, E. M. & Anderman, L. H. (Eds.), Psychology of classroom learning: An encyclopedia. The Gale Group, Inc.