Introduction
Despite the success in a number of education and training environments of a
variety of Learning Styles diagnostic tools1,2 and particularly the success of
Honey and Mumford3, there still appears to be a scarcity of research,
development and action on the application of this work to e-learning. When
we compare developments around the issues of, for example, content
development and pedagogy4, authoring and packaging tools5, virtual and
managed learning environments and interoperability6, or accessibility of
learning products and services for disabled people7, we find comparatively
little research and comparatively very little application of Learning Styles
thinking to the development of e-learning products, services, environments
and practices.
If the research environment is somewhat sparse compared with other
research developments in the e-learning arena, the application environment is
surprisingly barren in the light of the supposed and potential impact of
Learning Styles developments in the period from 1995 to 20018.
