Learning styles- book.pdf

LSRC reference

Learning styles and pedagogy in

post-16 learning

A systematic and critical review

This report critically reviews

the literature on learning styles

and examines in detail 13

of the most influential models.

The report concludes that

it matters fundamentally which

instrument is chosen . The

implications for teaching and

learning in post-16 learning

are serious and should be

of concern to learners, teachers

and trainers, managers,

researchers and inspectors.

LSRC reference

Learning styles and pedagogy in post-16 learning

A systematic and critical review

Frank Coffield

Institute of Education

University of London

David Moseley

University of Newcastle

Elaine Hall

University of Newcastle

Kathryn Ecclestone

University of Exeter

The Learning and Skills Research Centre

is supported by the Learning and Skills Council

and the Department for Education and Skills

The views expressed in this publication are those

of the authors and do not necessarily reflect

the views of the Learning and Skills Research Centre

or the Learning and Skills Development Agency

Published by the

Learning and Skills Research Centre

www.LSRC.ac.uk

Feedback should be sent to:

Sally Faraday

Research Manager

Learning and Skills Development Agency

Regent Arcade House

19–25 Argyll Street

London W1F 7LS

Tel 020 7297 9098

Fax 020 7297 9190

sfaraday@LSDA.org.uk

Copyedited by Helen Lund

Printed by Cromwell Press Ltd

Trowbridge, Wiltshire

1543/06/04/500

ISBN 1 85338 918 8

2004

LSRC reference

Contents

Section 1

Acknowledgements

A systematic review of learning-styles models

Introduction

Aims of the project

Approaches to the literature review

Introduction to Sections 3–7

A continuum of learning styles

Families of learning styles

Genetic and other constitutionally based factors

Introduction

3.1 Gregorc’s Mind Styles Model and Style Delineator

3.2he Dunn and Dunn model and instruments of learning styles

The cognitive structure family

Introduction

4.1 Riding’s model of cognitive style and his

Cognitive Styles Analysis (CSA)

Stable personality type

Introduction

5.1he Myers-Briggs Type Indicator (MBTI)

5.2 Apter’s reversal theory of motivational styles,

the Motivational Style Profile (MSP) and related

assessment tools

5.3ackson’s Learning Styles Profiler (LSP)

Flexibly stable learning preferences

Introduction

6.1 Kolb’s Learning Style Inventory (LSI)

6.2Honey and Mumford’s Learning Styles Questionnaire (LSQ)

6.3 The Herrmann ‘whole brain’ model and the

Herrmann Brain Dominance Instrument (HBDI)

6.4 Allinson and Hayes’ Cognitive Style Index (CSI)

Learning approaches and strategies

Introduction

7. 1ntwistle’s Approaches and Study Skills Inventory

for Students (ASSIST)

7. 2 V e r munt’s framework for classifying learning styles and his

Inventory of Learning Styles (ILS)

7. 3 Sternberg’s theory of thinking styles and his

Thinking Styles Inventory (TSI)

Implications for pedagogy

What advice for practitioners?

The appeal of learning styles

The objections to learning styles

Still no pedagogy in the UK

Recommendations and conclusions

Positive recommendations

Continuing problems with the research field of learning styles

Gaps in knowledge and possible future research projects

Final comments

Section 2

Section 3

Section 4

Section 5

Section 6

Section 7

119

Section 8

133

Section 9

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