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Using styles for more effective learning in multicultural and e-learning environments
Edited by Eva Cools, Carol Evans and James A. Redmond
Introduction
Whilst styles research continues to offer great promise ([37] Revell, 2005), realising this in practice is proving much more difficult ([3] Coffield et al. , 2004; [13] Evans and Graff, 2008; [45] Sharp et al. , 2008). Within the field of individual differences, the key question remains as to what contribution styles research can make? This is becoming even more pertinent given the increasingly heterogeneous nature of higher education students. A key dilemma as highlighted in the Vigentini paper is: "how can universities avoid uniformity of instruction and maintain a personalised curriculum." In addition, can such "personalization" enable individuals to be more self-reliant in their learning? The metacognitive potential of styles research in raising awareness of oneself's and others' learning to increase self-regulation in learning in the pursuit of more positive learning environments for both learners and teachers must be a key goal ([48] Waring and Evans, 2005).
Much has been made of the pedagogical value of learning styles ([23] Hayes and Allinson, 1996, [24] 1998; [32] Messick, 1996; [34] Rayner, 2000; [38] Riding and Rayner, 1998; [42] Sadler-Smith et al. , 2000; [43] Saracho, 2000). As argued in the papers represented in this special issue, learning styles may have particular value in reducing inequalities between learners in multicultural and international education contexts. By using psychometric approaches it is possible to enable both learners and educators to develop insights into learning behaviour patterns, to consider their efficacy and to develop them where appropriate ([7] Curry, 2002; [17] Hargreaves et al. , 2005). For this to occur, the choice of instruments and the way in which they are used critically and in an informed manner is crucial to avoid proliferation of "pseudoscience, psychobabble and neurononsense" as identified by [45] Sharp et al. (2008). As highlighted by Kyprianidou et al. in this special edition, a key issue in instructional design is what might be the most suitable learning style model to select as not all measures are appropriate for all circumstances. The choice of learning styles model depends on the context and the nature of the learning task ([36] Rayner, 2007).
The lack of...