As course creators, we’ve all been there: you hear about “learning styles,” and suddenly feel like you need to churn out videos, audio, workbooks, and more for every single module. Because what if you miss someone’s preferred way of learning? And, honestly, it sounds kind of cool to be able to say, “My course caters to ALL learning styles!”

But let’s pause. Before you go creating an encyclopaedia’s worth of content, let’s take a closer look at the truth behind learning styles and the science (and I promise, I’ll keep it interesting) of how people really learn. Spoiler alert: catering to every single learning style might not be the golden ticket to course success after all.

The VARK Model: A Good Idea, But With a Tiny Problem

So, let’s talk about VARK (the Visual, Auditory, Reading/Writing, and Kinesthetic model). It was introduced back in the 1980s by Neil Fleming (educational theorist), and the idea is pretty straightforward: people learn best through one of these styles. For instance, some folks might be all about visuals and prefer diagrams, while others lean towards audio, soaking up info by listening. Simple, right?

But here’s the catch: there isn’t actually much evidence to back it up. Studies have poked, prodded, and basically dragged VARK through the wringer, and most of them can’t find solid proof that matching your teaching style to someone’s “preferred” learning style improves learning. Some experts even call it a “neuromyth” – a popular idea about the brain that sounds logical but doesn’t quite hold up under scientific scrutiny.

Now, don’t get me wrong—thinking about different learning styles isn’t totally useless. People do have preferences, and it’s not a bad thing to offer variety. I also think that it was very useful to open the eyes of some educators to the fact that one size definitely doesn’t fit all (in case they somehow missed this memo). But, as you’re about to see, there’s an approach that’s a little more grounded in science and way more practical for us course creators.

Enter Universal Design for Learning (UDL): The Science-Based, Learner-Friendly Approach

Okay, so if VARK has its flaws, where do we turn? Let me introduce you to Universal Design for Learning (UDL). Developed by researchers from CAST (that’s the Center for Applied Special Technology, for those keeping track) in the 1990s, UDL is the cool, evidence-based kid on the block. It’s built on solid neuroscience and focuses on making learning accessible and engaging for everyone—not by tailoring to “types” but by understanding how the brain actually processes information.

Here’s the scoop: UDL is based on how our brains are wired to learn. There are three main networks at play here:

1. Recognition Networks – the “what” of learning (how we perceive and understand information).

2. Strategic Networks – the “how” of learning (how we plan, organise, and express ideas).

3. Affective Networks – the “why” of learning (how we stay motivated and interested).

To put it in simple terms, UDL doesn’t care if you’re a “visual learner” or an “auditory learner.” It’s more about giving every learner choices in how they engage, understand, and apply information. The big idea here is flexibility: by offering options, we can meet each learner where they are without overloading them (or ourselves) with content.

Applying UDL Principles to Your Course (Without Losing Your Mind)

So, now that we know UDL is the science-backed way to go, how can you use it to make your course better? Let’s look at the three main principles of UDL, each tied to a brain network, and I’ll give you some practical tips on how to bring these into your course design.

1. Multiple Means of Representation (for Recognition Networks)
   This is all about how you present information. Give people options! Mix it up with text, videos, infographics, and even audio files if that works for your topic.
   Example: Let’s say you’re teaching a module on setting up social media ads. Offer a short video explaining the basics, a text guide they can download for later, and maybe even a checklist or infographic summarising the process. Your learners get the same info in different formats, which helps everyone without drowning you in content creation.

2. Multiple Means of Action and Expression (for Strategic Networks)
   People should be able to show what they’ve learned in ways that make sense for them. This means you can think beyond standard quizzes and offer options like projects, presentations, or even video submissions.
   Example: If you’re teaching a course on brand storytelling, let learners complete a final project where they create a sample brand story. Give them the option to submit it as a written piece, a short video, or even a graphic presentation. Each option lets them use their strengths to demonstrate their knowledge (and if you are working with a smaller cohort and can manage it, give them feedback on their project. It will increase the value of your course massively).

3. Multiple Means of Engagement (for Affective Networks)
   Engagement is the “why” behind learning, and it’s critical. UDL suggests giving people choices to keep them motivated and letting them interact in ways that interest them.
   Example: For a personal development course, create a discussion forum where learners can chat with each other, ask questions, and share their own experiences. This could also include a voting system, where they choose the next bonus topic or exercise. Giving learners a say in their own experience keeps them interested and engaged.

Why UDL Principles Can Save Your Sanity

One of the best things about UDL is that it keeps you from going overboard with content. Remember, this isn’t about creating more material; it’s about creating purposeful material. Every piece of content should serve a clear purpose.

With VARK, online course creators can easily fall into the trap of endless course material production, like creating videos, handouts, workbooks, transcriptions and standalone audio files for every single lesson in their modules. Back in the day, I was given this advice too, and I’m not going to lie, I even passed this advice on once or twice (life-long learning, we love you!)

With UDL, on the other hand, you can stop stressing over how to cater to every “learning style” and focus instead on offering content that actually benefits your learners. They get flexibility and variety, and you get to keep your sanity by not producing 50 types of content for every module.

Real-Life UDL Course Design Tips (No Extra Overwhelm Required)

1. Pick One Principle to Start With: Don’t try to do everything all at once. Maybe start by adding multiple means of representation (like text, video, and audio) to a few key lessons. Once you’re comfortable, you can start incorporating the other UDL principles too.

2. Alternate Content Types: Instead of trying to provide every type of content in every lesson, mix it up! Lesson one might be a video and checklist, lesson two might have a case study and a quick quiz, and so on. Variety doesn’t have to mean overload.

3. Ask for Feedback: Once you’ve implemented UDL principles, ask your learners if they’re finding the options useful. A quick survey can reveal if they’re feeling more engaged or if there are areas where they’d like more support.

Wrapping It Up: A Smarter Way to Design Courses

While the idea of “learning styles” might sound nice, neuroscience has given us a better way with UDL. You don’t have to worry about matching materials to fixed learner “types.” Instead, by offering flexible options, you’ll be giving your learners the freedom to engage with your course in ways that make sense for them. And the best part? You can do it without burning yourself out or flooding your course with unnecessary content.

Bonus Freebie: UDL Course Design Guide
If you’re ready to give UDL a try, grab my UDL Course Design Guide! It’s a simple, free resource that breaks down each principle of UDL and helps you decide where to add variety in your course materials. It’s your secret weapon for creating an effective, flexible course that’s grounded in real research—and makes both you and your learners happier in the process. Sign-up to my email newsletter, which is packed with useful bonus materials every week, and the guide is yours: https://bit.ly/MKC_Newsletter

Here’s to building courses that are flexible, impactful, and based on solid science! Now go forth and create a course that learners will actually love.