Learning styles: individualizing environments

While the need to adapt teaching to the needs of a student is generally acknowledged (see Corno and Snow, 1986, for a wide review of the literature), little is known about the impact of individual learner-differences on the quality of learning attained within computer-based learning environments (CBLEs). What evidence there is appears to support the notion that individual differences have implications for the degree of success or failure experienced by students (Ford and Ford, 1992) and by trainee end-users of software packages (Bostrom et al, 1990).