This paper provides an overview of the theoretical bases of leading models of learning styles and empirical evidence of their impact on achievement and motivation in post-16 education and training. We describe the review process, the development of an organizing framework to understand the field, presented in a continuum of families of learning styles, and a summary of our assessments of 13 influential models of learning styles. We conclude with a discussion of the place of learning styles within new frameworks for understanding thinking and learning.
|Number of pages||13|
|Journal||International Journal of Lifelong Education|
|Publication status||Published - 1 May 2005|