Each learning style theory exhibits strengths and weaknesses. Even the Felder and Silverman Index of Learning Styles has both strengths and weaknesses.
Weaknesses
Several weaknesses have been attributed to the Index of Learning Styles. First is simply a misunderstanding of the model itself. Users mistakenly believe that each option is an either/or instead of a continuum between each extreme. Learners tend to not only be on the continuum between each extreme but may often choose one preference or another depending on the learning situation.
Secondly, Felder and Spurlin (2005) believe a common misuse for educators is believing that each preference leads to a behavioral outcome.
Another criticism is directed toward the validity and reliability of the learning style. Not only are there potential limitations but also questions related to the construct creating a low reliability for the theory (Van Zwanenberg, Wilkinson & Anderson, 2010).
As with all learning personality theories, relying too much on a particular preference may cause learners to limit their opportunities to actually reach outside of a comfort zone and develop new patterns. At this point, the learning personality becomes more of a hindrance than an aid.
Strengths
On the positive side, Felder and Silverman provide a unique approach to the learning styles of a specific category of learners, the engineering student. This has provided this field with specific direction to guide the engineering educator to investigate their best practices and develop a variety of means to reach their learners. This has also added an opportunity for professors to widen their teaching repertoire to promote more active learning and engage students.
Sources:
Felder, R. & Silverman, L. K. (1988). Learning and Teaching Styles in Engineering Education. Engineering Education, 78(7), 674-681.
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