learning-styles

LSRC reference
Contents
1
9
13
37
47
61
91
119
133
Section 1
Section 2
Section 3
Section 4
Section 5
Section 6
Section 7
Section 8
Section 9
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
3.2 The 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
5.1 The Myers-Briggs Type Indicator (MBTI)
5.2 Apter’s reversal theory of motivational styles,
the Motivational Style Profile (MSP) and related
assessment tools
5.3 Jackson’s Learning Styles Profiler (LSP)
Flexibly stable learning preferences
Introduction
6.1 Kolb’s Learning Style Inventory (LSI)
6.2 Honey 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
7.1 Entwistle’s Approaches and Study Skills Inventory
for Students (ASSIST)
7.2 Ver 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