Long before the twenty-first century, education was only for the people belonging to the middle and upper social classes. This meant that education to the people in the low classes was something they could not afford, hence did not have any chance of being educated. However, the case of the immigration that took place between 1880 and 1920 led to a great revolution on the education systems.
This was because, most of the immigrants belonged to the low class group in the society. As a result, there were major changes on development and styles of learning after the twenty-first century.
According to Article 26.1 of the Universal Declaration of Human Rights, it is stated that every human being has a right to education regardless of factors such as social classes, cultural differences, and gender among other differential factors (Power, 2000, p.152). Nevertheless, this initiative has been affected by several factors, which include:
The home environment has a significant effect on the learning and its development. For instance, the children from slum regions (especially the immigrants) will not have a good home environment that is conducive for learning. On the other hand, those from high-class regions have a proper environment because of the low population in those regions.
The same case applies to the socio-economic status in which the children belong. Children from low classes will lack most of the essential learning tools such as stationary hence affecting their learning. Cultural differences also affect learning and development because they bring about issues of discrimination among the students.
Parental involvement is another factor influencing learning and development in the twenty-first century, mainly because if parents do not support their children by providing for them as well as assisting through coaching the students may not perform well.
Last is the influence from media, which has changed the look of education. For instance, it is now possible to learn without physically attending classes, through online tutors. All the aforementioned factors have significantly influenced learning styles and development either positively or negatively.
Learning styles entail all that has to do with using the best method to induce learning on the students (Schunk, 2011). The approach used by tutors differs with age of students among other factors. As such, it is true to say that, there are no bad or good learning styles. The important thing is having the students understand their learning styles, as well as giving them the opportunity to major on them to achieve their educational goals.
Concisely, the instructional implication therefore entails identification of personal learning styles for the students and supporting them to ensure that they achieve their academic goals.
This can be achieved by ensuring flexibility in the learning styles such that each student has a different learning style from the others depending on factors such as capabilities. The process is expected to be implemented on new classes at the start of the school year, as well as, on new students joining the school.
Research on the topic of learning styles has been impaired by various factors, some of which include lack of information on the favorable learning styles for all the students (Schunk, 2011). Secondly, it has not been proven that students will perform better when taught in the modality they prefer. This has in turn led to lack of funding on most of the learning styles.
Reference List
Power, C. (2000). Global Trends in Education. International Education Journal, 1(3), 152-163. Web.
Schunk, D. H. (2011). Learning theories: an educational perspective. (6th ed.). Boston: Allyn & Bacon.