Coffiled in THES 2004

[from: Revealing figures behind the styles: THES 02-Jan-04 Frank Coffield]

Investigated whether there are four types of learners, or that learning is best organised in a cycle, or that matching the styles of teachers and learners will improve attainment, attendance and behaviour.

Examined Kolb's learning style inventory, Honey & Moumford learning styles questionnaire, Dunn & Dunn's model, Gregore's style delineator, Jackson's learning inventory and Herrmann's brain dominance theory.

Applied same criteria to each: theoretical origins, definition of terms, instrument itself, claims made by the authors about reliability and validity, any external studies of these claims, and any independent empirical evidence of impact on teaching and learning.

Grouped models along a continuum from those claiming that learning styles are constitutionally fixed, to those which are flexible and open to change.

Learning styles give students a language in which to discuss their learning preferences and how the learning process can be facilitated or hindered. They should be used to develop understanding of learning - and adopting styles and approaches that have been demonstrated more effective**
**[Q: demonstrated more effective for what? More effective for students with certain learning styles, or for everyone??]