COMPARISON OF ELEVEN MAJOR LEARNING STYLES MODELS: VARIABLES, APPROPRIATE POPULATIONS, VALIDITY OF INSTRUMENTATION, AND THE RESEARCH BEHIND THEM

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Abstract
Several pioneers observed individual student differences from varying vantage points. Most perceived of single or dual variables on a bipolar continuum; others conceived of a multidimensional approach to the concept. This paper presents an overview of each of the major models and compares the elements they encompass, the populations for which they are appropriate, the reliability and validity of their instrumentation, and where they overlap and differ.