If students know their profile, they can manage learning; so, learning according to the MI theory implies self-regulation, which follows the same principles of learning styles theories. A number of researchers have emphasized the similarities of MI theory with learning styles theories and at the same time they proposed how different they are (Denig, 2004; Dunn et al., 2001; Ozgen et al., 2011). Learning styles theories do not entail a single theoretical viewpoint; various theorists have developed different typologies, models and inventories to identify and measure learning styles. For instance, Neil Flemingu2019s model of learning (Fleming & Baume, 2006) entails four learning styles: visual, auditory, kinesthetic and reading/writing preference. Other theories are based on preferences for certain types of cognitive processing with distinctions between intuitive and analytic thinkers (Allinson & Hayes, 1996) or between activists, pragmatists, theorists, reflectors (Honey & Mumford, 1992). u00a0
The basic distinction between learning style theories and MI approach is that MI theory deals with the multiple ways of teaching and assessing, while learning styles theorists addressed how students learn (Denig, 2004; Dunn et al., 2001). Gardner (2006) stressed the need to collapse the terms intelligence and style as they are different psychological constructs; intelligence is the computational power of a mental system and style is the way an individual approaches material to learn. Despite the differences, all can be considered useful frameworks for educators and curricula development as they can be utilized to address studentsu2019 diverse profiles, by providing multiple learning tools and assessment opportunities. MI and learning theories have been used in various research studies concurrently and the authors identified significant relationships between the two (Ozgen et al., 2011). The traditional way of teaching by promoting the idea to change instruction in terms of accommodating studentsu2019 capital was challenged by these theories (Dunn et al., 2001). They have been a contribution to the educational world by promoting the idea of taking into consideration pupilsu2019 diverse capacities in developing instructional material, methodologies, and assessment tools (Denig, 2004; Dunn et al., 2001).u00a0