Unless an instructional program is based upon characteristics of the learner, it may not work. The range of individual learning styles poses problems for program developers. To what extent can the learner be expected to conform to the requirements of the program? At what point will the need to conform become unpleasant and introduce inefficiency or even invite disaster? Two views are explored. One presents a model based on current learning theory, designed to provide transition training between personal learning style and program design. The second explores some factors concerning the desired closeness of fit between learning style and program design.
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