Critical review of j.vermunt's learning patterns model

Abstract

The paper is a critical review of J. Vermunt's learning patterns model to understand individual differences in learning. After a general description of the model, its main characteristics and the Inventory of Learning Styles (ILS) instrument - used in its operationalization -, the paper offers a critical analysis of three aspects that are considered problematic in the model: The definition of the "undirected" pattern and its operationalization in the ILS; the model's Eurocentric cultural bias, and the low coherence levels between the model and the parameters usually used to define higher formal education. The paper concludes with a series of constructive suggestions to improve the model in its specification and generalization.