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The purpose of this paper is to introduce this special issue, which contains selected papers from the 13th Annual European Learning Styles Information Network (ELSIN) conference held in Ghent, Belgium in June 2008. One of the key aims of ELSIN is to promote understanding of individual learning and cognitive differences through the dissemination of international multidisciplinary research about learning and cognitive styles and strategies of learning and thinking.

Three papers within this special issue consider how style differences can inform the development of e‐learning opportunities to enhance the learning of all (Vigentini; Kyprianidou, Demetriadis, Pombortsis and Karatasios; Zhu, Valcke and Schellens). The influence of culture on learning is also raised in the paper of Zhu et al. and those of Sulimma and Eaves which both focus more directly on cultural influences on style, learning and teaching.

A number of key themes permeate the studies included in this special edition such as: the nature of styles; the intrinsic difficulty of isolating style variables from other variables impacting on performance; inherent difficulties in choosing the most appropriate style measures; the potential of e‐learning to attend to individual learning differences; the role of culture in informing attitudes and access to learning; the development of constructivist learning environments to support learning through an understanding of individual differences and most importantly how one can apply such insights about individual differences to inform and enhance instruction.

The papers in this special issue contribute to enhanced knowledge about the value of style differences to design constructive learning environments in multicultural and e‐learning contexts.

The purpose of this paper is to explore the relevance of three different types of styles measure for students' learning in a large introductory university course in psychology, using information technology to enhance teaching. The paper examines the relationship between styles, the usage of learning technology, and academic performance in this course.

Styles are measured using approaches to learning, thinking styles, and cognitive styles. The usage of the online material is measured by considering both time spent on the resources and the amount of material viewed (pages and hits) as well as tools used.

The findings are that the academic performance of students who used the online resources is significantly higher than those who either choose to not use the online materials at all or choose to use to the materials to a lesser extent. It is determined that the measure of approaches to learning (approaches and study skills inventory for students) is the stronger predictor for successful use of the material.

Using a reasonably sized sample in an ecologically valid context offered the opportunity to put styles into context and to consider the practical use of styles. This research is limited by the context and the particular sample. It is also difficult to completely exclude the fact that students using the extra material are generally more motivated and would have obtained better grades even without the resources.

This paper offers further evidence for the relations between different measures of styles and evaluates the effects that styles might have on usage of online material and academic performance.

The use of boron compounds or other preservatives of the nature of drugs in cream is alleged to be necessary mainly for two reasons, namely, long distance transit leading to a considerable lapse of time between despatch and consumption, and the uncertainty attaching to the disposal of consignments of perishable and valuable material in a fresh or apparently fresh condition.

The purpose of this paper is to present details of a study investigating learning styles differences of Thai students in England compared to local students in England and Thailand. It also discusses key issues in using learning styles in multicultural and international education, given their wide availability online.

A mixed methods design is used, including a psychometric approach using Vermunt's Inventory of Learning Styles (ILS) with three postgraduate Business student samples – Thai (in England, n=26), European (in England, n=16) and Thai (in Thailand, n=122) and a qualitative approach using focus groups, interviews and open‐ended questionnaires with the Thai (in England, n=43) sample only.

One‐way independent analysis of variance analyses on ILS scores show that learning styles differ significantly between the three samples on each of the test occasions, particularly in meaning‐directed learning and undirected learning. The qualitative data analysis shows that Thai students in England perceive culturally‐determined differences in teaching and learning behaviour between Thai and English higher education environments that can cause difficulties for them.

The use of mixed methods gives data of greater breadth and depth than a single method; however, the sample sizes are somewhat limited.

Thai students in England require additional support from educators and educational institutions.

This paper provides a valuable insight into the learning styles and needs of Thai students in England, given the paucity of research in this area.

The purpose of this paper is to present the design and first results of the integration of a web‐based system person‐centred group‐activity support system (PEGASUS) in university instruction, as a means for advancing person‐centred learning by supporting group activity. The PEGASUS is expected to help students and teachers in two distinct objectives: enhancing metacognition (students and teachers are supported to identify their learning and teaching preferences, which in turn is used as a framework for reflection), and group formation (the system suggests homogeneous or heterogeneous workgroups, supporting also teacher‐students negotiations of the final group synthesis).

First, a theoretical framework is built to reflect the process of transforming the principles for learner‐centred learning into a pedagogical model which becomes the basis for defining the PEGASUS specifications. Then, qualitative field evidence is provided from the initial integration of the system into the teaching process to support students' group activity.

From the pilot testing of PEGASUS it is evident that learning style‐based group formation might not be acceptable to all students in the typical classroom setting where students already know each other. The early implementation data indicate that not every student might accept the theory‐based grouping suggestions of the instructor.

The research is limited to qualitative and preliminary results from undergraduate as well as postgraduate students.

Systems like PEGASUS can initiate fruitful discussions among students and teachers on the role of learning styles in learning. However, group activity is a complex socio‐cognitive phenomenon that cannot be approached simply on the basis of students' learning styles. Still, such a system can help identify how students' learning styles can be of significance under certain conditions.

The paper describes the development of a web‐based system for personalised learning and system integration in everyday teaching.

Epistemological beliefs, defined as individuals' beliefs about the nature of knowledge and the process of knowing, are assumed to serve an important function in regulating the application of individuals' learning behaviour. Previous research has mainly been shaped by the framework of results of white, well‐educated people from North America. More empirical work is needed to examine epistemological beliefs in a cross‐cultural context. The purpose of this paper is to investigate the possibility of using cultural classifications to indicate the development of epistemological beliefs in different countries.

A cross‐cultural pilot‐study is carried out in Germany and Australia with a total of 103 participants. A German and English version of the Schraw et al.'s epistemic beliefs inventory, based on Schommer's model, is employed for the study. The cultural comparison between Germany and Australia is carried out by using Hofstede and Hofstede's cultural classification.

The cultural comparison between both countries leads to the hypothesis that the development of the epistemological beliefs is different. Although factor analysis indicates the same three dimensions of epistemological beliefs for both countries (structure, source, and control), the development for each dimension is different.

It might be possible to indicate epistemological beliefs in various countries due to cultural classification.

The paper provides a new perspective of epistemological beliefs within cross‐cultural research and might lay the path for cross‐field research projects.

The purpose of this paper is to examine whether there is a cultural gap in student perceptions of online collaborative learning and to investigate to what extent student perceptions, motivation, and learning strategies change over time due to the actual involvement in a collaborative e‐learning environment (ELE).

A parallel e‐learning environment for a first‐year university course is implemented for a Flemish group (n = 217) at Ghent University and a Chinese group (n = 165) at Beijing Normal University. Student perceptions of the online collaborative learning environment and their motivation and learning strategies before and after the ELE are measured.

The findings show that the Flemish group perceive the online collaborative learning environment more positively compared to the Chinese group. However, Chinese students' motivation, and learning strategies change significantly towards a way that is more in line with a social‐constructivist learning approach after the online collaborative learning experience.

The current results indicate that students from different cultural contexts perceive online collaborative learning environments differently. Specific cultural adaptations in e‐learning design could be considered when an ELE is to be implemented cross‐culturally.

This study can help both Chinese and Western instructors to become aware of different perceptions of online collaborative learning and to be more supportive to the students.

Very much more might be done to improve the quality of our food supplies by the great organisations that exist for the avowed object of furthering the interests of traders in foodstuffs. It is no exaggeration to say that these organisations claim, and rightly claim, to speak in the aggregate on behalf of great commercial interests involving the means of livelihood of thousands of people and the most profitable disposal of millions of money. The information that they possess as to certain trade methods and requirements is necessarily unique. Apart from the commercial knowledge they possess, these organisations have funds at their command which enable them to obtain the best professional opinions on any subjects connected with the trades they represent. Their members are frequently to be found occupying positions of responsibility as the elected representatives of their fellow‐citizens on municipal councils and other public bodies, where the administration of the Food Laws and prosecutions under the Food and Drugs Acts are often under discussion. Such organisations, then, are in a position to afford an unlimited amount of valuable help by assisting to put down fraud in connection with our food supply. The dosing of foods with harmful drugs is, of course, only a part of a very much larger subject. It is, however, typical. Assuming the danger to public health that arises from the treatment of foods with harmful preservatives, the continued use of such substances cannot but be in the long run as harmful to the best interests of the traders as it is actually dangerous to public health. The trade organisations to which reference has been made might very well extend their sphere of usefulness by making it their business to seriously consider this and similar questions in the interests of public health, as well as in their own best interests. It is surely not open to doubt that a great organisation, numbering hundreds, and perhaps thousands of members, has such a membership because individual traders find it to their interest, as do people in all walks of life, to act more or less in common for the general advantage ; and, further, that it would not be to the benefit of individual members that their connection with the organisation should terminate owing to their own wrong‐doing. The executives of such trade organisations hold a sufficiently strong position to enable them to bring strong pressure to bear on those who are acting in a way that is contrary to the interests of the public generally, and of honest traders in particular, by adulterating or misbranding the food products that they gain their living by selling. It should also be plain that such trade organisations could go a long way towards solving many of the very vexed questions that arise whenever food standards and limits, for example, form the subject of discussion. These problems are not easy to deal with. The difficulties in connection with them are many and great; but such problems, however difficult of solution, are still not insoluble, and an important step towards their solution would be taken if co‐operation between those who are acting in the interests of hygienic science and those who are acting in the interests of trade could be brought about. If this could be accomplished the unedifying spectacle of alleged trade interests and the demands of public health being brought, as is so often the case, into sharp conflict, would be less frequent, and there can be no doubt that general benefit would result.

This work shows that it is possible to link various economic and property attributes to the value of a commercial property over time in a particular market, and arrive at a valuation pattern which can be used to give a short‐term forecast of valuation fluctuations using longitudinal rather than cross‐sectional analysis. Shows that it is possible to do this by using a novel process we have termed “backtrack valuations” or “backtracking”. The method proposed creates a simulated historic record of valuations, from which a neural network can be trained and then used as a model to estimate a forward trend. This is allied to the requirement in the RICS Appraisal and Valuation Manual (Red Book) whereby the valuer may be instructed to provide Estimated Realisation Price which depends on completion taking place on a future date as compared with Open Market Value where achievement of completion is assumed at the date of valuation. There is also the new definition of “Forecast of Value” in the RICS Red Book and we suggest that the valuer would find the technique of forecasting from backtracked time series of interest and use in both these particular circumstances. The source of data for the investigation was Richard Ellis, International Property Consultants, who provided monthly valuations of 16 major commercial properties in Central London. Our forecasts are presented alongside the subsequent Richard Ellis valuations. The results confirm that in the conditions obtaining in this market, it is feasible to predict capital valuations in the short term. The method is being extended and tested in the wider commercial markets.

An International Exhibition of Hygiene, Arts, Handicrafts, and Manufactures will be held in the Crystal Palace, Madrid, from September to November next, under the patronage of the Spanish Government. The participation of British exhibitors is particularly desired by the promoters, who state that the attendant expenses will be small. His Excellency the Spanish Minister of Commerce will be the Honorary President; the President of the Committee will be his Excellency the Duke of Tamames and Galisteo, Grandee of Spain, Senator, and ex‐Governor of Madrid. The American war on the one hand, and political changes on the other, have had the effect of seriously damaging the credit of Spain, and many exporters, in view of then existing difficulties, refused to trade until affairs became mere settled. To‐day, however, the Spanish Government are making every effort to restore the economical prosperity of their country. Markets have gained strength, commerce has quadrupled, imports have trebled, and exchange is greatly improved. Well‐advised manufacturers sell in quantity and at good prices, the demand being greater than the supply. Again, the immense natural richness of the Iberian Peninsula, which has not yet received the attention of enterprising and powerful capitalists in any proportion to its value, makes Spain one of those countries where industrial progress is the more certain. The decision to hold this exhibition is evidently a wise one, and considerable advantages may accrue to British manufacturers and merchants taking part therein. There appear to be ample guarantees to show that the undertaking may be supported with every confidence. We understand that all detailed particulars with reference to this important exhibition can be obtained from the Spanish representative in London, Mr. A. DONDERIS, Spanish Arts Exhibition, Compton House, 99A, Charing Cross Road, London, W.C.