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The development of teaching in higher education towards a more learnerorientated model has been supported by the literature on individual learning differences and on learning styles in particular. This has contributed to the evolution of university pedagogy away from a medieval transmission model than runs counter to contemporary understanding of learning. However, rather than solving problems of classroom practice, recognition of student learning differences has amplified a number of tensionsdoi:10.1080/03098770802395587 fatcat:bt43ixor2facrhgcmczkcrzxky