Learning styles: An overview of theories, models and measures

Abstract

Although its origins have been traced back much further, research in the area of learning style has been active for—at a conservative estimate—around four decades. During that period the intensity of activity has varied, with recent years seeing a particularly marked upturn in the number of researchers working in the area. Also of note is the variety of disciplines from which the research is emerging. Increasingly, research in the area of learning style is being conducted in domains outside psychology—the discipline from which many of the central concepts and theories originate. These domains include medical and health care training, management, industry, vocational training and a vast range of settings and levels in the field of education. It is of little wonder that applications of these concepts are so wide ranging given the centrality of learning—and how best to do it—to almost every aspect of life. As a consequence of the quantity of research, the diversity of the disciplines and domains in which the research is conducted, and the varied aims of the research, the topic has become fragmented and disparate. This is almost certainly how it must appear to practitioners and researchers new to the area, with its complexities and convolutions difficult to comprehend and assimilate. As such, it is perhaps timely to present an account of the central themes and issues surrounding learning style and to consider the instruments available for the measurement of style. This paper aims to provide such an account, attempting to clarify common areas of ambiguity and in particular issues surrounding measurement and appropriate instruments. It aims to bring together necessary components of the area in such a way as to allow for a broader appreciation of learning style and to inform regarding possible tools for measurement. It is anticipated that such an account will promote research in the field by presenting it as more accessible and by developing a greater appreciation for the area across disciplines and in researchers and practitioners new to the area