Skip to main content
Article thumbnail
Location of Repository

Using styles for more effective learning in multicultural and e-learning environments

By James A Redmond and Carol Evans


Purpose – This Special Issue contains selected papers from the thirteenth annual European Learning Styles Information Network (ELSIN) conference held in Ghent, Belgium in June 2008. One of the key aims of ELSIN is to promote understanding of individual learning and cognitive differences through the dissemination of international multidisciplinary research about learning and cognitive styles and strategies of learning and thinking. Design/methodology/approach – Three papers within this special issue consider how style differences can inform the development of e-learning opportunities to enhance the learning of all (Vigentini; Kyprianidou, Demetriadis, Pombortsis and Karatasios; Zhu, Valcke and Schellens). The influence of culture on learning is also raised in the paper of Zhu and colleagues and those of Sulimma and Eaves which both focus more directly on cultural influences on style, learning and teaching. Findings – A number of key themes permeate the studies included in this Special Edition such as: the nature of styles; the intrinsic difficulty of isolating style variables from other variables impacting on performance; inherent difficulties in choosing the most appropriate style measures; the potential of e-learning to attend to individual learning differences; the role of culture in informing attitudes and access to learning; the development of constructivist learning environments to support learning through an understanding of individual differences; and most importantly how one can apply such insights about individual differences to inform and enhance instruction. Originality/value – The papers in this Special Issue contribute to enhanced knowledge about the value of style differences to design constructive learning environments in multicultural and e-learning contexts

Year: 2009
OAI identifier:

Suggested articles


  1. (2003). (in press), Educational Theories, Cultures and Learning: A Critical Perspective,
  2. (2005). A learner-centered framework for e-learning”,
  3. (2001). A reply to Reynolds’s critique of learning style”,
  4. (2007). A teaching elixir or best-fit pedagogy? Do learning styles matter?”,
  5. (2005). A threefold model of intellectual styles”, doi
  6. (2005). About Learning: Report of the Learning Working Group,
  7. (1983). An organization of learning style theory and constructs”,
  8. (1991). Approaches to learning and perceptions of the learning environment”,
  9. (1996). Bridging cognition and personality in education: the role of style in performance and development”,
  10. (2000). Cognitive style and socialisation: an exploration of learned sources of style
  11. (1998). Cognitive style and the theory and practice of individual and collective learning in organizations”,
  12. (1997). Cognitive style: not culture’s consequence”,
  13. (2007). Cognitive styles in the context of modern psychology: toward an integrated framework of cognitive style”,
  14. (2002). Development and validation of the Epistemic Belief Inventory (EBI)”,
  15. (2005). Each to their own”, The Guardian. Available for download from
  16. (2002). East–West consumer confidence and accuracy in memory for product information”,
  17. (2008). Exploring style: enhancing the capacity to learn?”,
  18. (2000). Framework for effective classroom teaching: matching teachers’ and students’ cognitive styles.
  19. (2002). Individual differences in cognitive style, learning style and instructional preference in medical education”, in
  20. (1999). Intuition-analysis style and approaches to studying”,
  21. (2007). Is the jury still out on ‘blended learning’? Use of a web-based collaborative teaching platform”, in
  22. (2000). Learning preferences and cognitive style: some implications for continuing professional development”,
  23. (2007). Mental self-government: development of the additional democratic learning style scale using Rasch measurement models”,
  24. (2000). Reconstructing style differences in thinking and learning: Using styles for more effective learning 17 profiling learning performance”,
  25. (2000). Review of learning style, studying approach, and instructional preference research in medical education”,
  26. (2007). Student learning and teacher learning”, Keynote address, Exploring Style: Enhancing the Capacity to Learn, twelfth annual conference of the European Learning Styles Information Network,
  27. (2003). Teachers make a difference: what is the research evidence?”, Paper presented at the Australian Council for Educational Research Conference,
  28. (1993). Team Roles at Work,
  29. (1994). The Creative Brain (fifth edition),
  30. (2000). The deep approach to learning: analytic abstraction and idiosyncratic development”,
  31. (1996). The implications of learning styles for training and development: a discussion of the matching hypothesis”,
  32. (1994). The matter of style: manifestations of personality in cognition, learning, and teaching”,
  33. (1995). The relationship of personality and intelligence to cognitive learning style and achievement”,
  34. (1995). The Revised Approaches to Studying Inventory,
  35. (2005). The student learning process: learning styles or learning approaches”,
  36. (2005). Things have to change: the necessary evolution of initial teacher training”,
  37. (2006). Towards inclusive teacher education: sensitising individuals to how they learn”,
  38. (2005). Using styles for more effective learning 15
  39. (2008). VAK or VAK-ous? Towards the trivialisation of learning and the death of scholarship”,
  40. (2005). What is the nature of evidence that makes a difference to learning?”, Paper presented at the Australian Council for Educational Research Conference,
  41. (2006). What next? Developing global research and applied practice in the field of cognitive and learning styles”, in

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.