Learning Styles: An overview of theories, models, and measures

performance One concept in particular which has provided some valuable insights into learning in both academic and other settings is learning style. There is general acceptance that the manner in which individuals choose to or are inclined to approach a learning situation has an impact on performance and achievement of learning outcomes. Whilstand perhaps becauselearning style has been the focus of such a vast number of research and practitioner-based studies in the area, there exist a variety of denitions, theoretical positions, models, interpretations and measures of the construct. To some extent, this can be considered a natural consequence of extensive empirical investigation and is to be expected with any continually developing concept which proves useful in gaining understanding of such a crucial and prevailing endeavour as learning. However, the level of ambiguity and debate is such that even the task of selecting an appropriate instrument for investigation is an onerous one, with the unifying of subsequent ndings within an existing framework problematic, at best. This paper does not seek to achieve an absolute resolve and converge upon the ideal model and measure of learning style, but rather to inform through description and comparison. It is intended as a resource for researchers and professionals who desire a broad appreciation of the area of learning style and who may, previously, have been working with an in-depth understanding but, perhaps, only a narrow awareness of the eld.