The editorial concludes;
"Taken together, the articles in this special section demonstrate that the boundariesInterestingly, there is no reference to Coffield et al (2004) (presumably insufficiently academically respectable), although there is to Paschler et al (2009).
between the research fields of styles, approaches, and patterns in student learning begin to fade. Breaking through the walls of one’s own conceptual models and opening oneself to the limitations, challenges, and insights of related fields make it possible to move forward to better understand individual differences in student learning and their implications for teaching. A one-size-fits-all approach may not be the best way to help all students learn. Recognizing the rich variety in the way students learn (best), as well as the various ways in which teachers may take these differences into account in their teaching (e.g., by adapting, circumventing, creating frictions, stimulating, developing), is in our view the best way forward to do justice to individuality in human learning." (pp. 192-3)
Evans, C and Vermunt, J D (2013) "Styles, approaches, and patterns in student learning" British Journal of Educational Psychology vol 83: 2 pp.185-195. DOI: 10.1111/bjep.12017 (Requires Athens or Shibboleth access)