This document discusses a study conducted by the University of North Texas on learning style preferences of older working adults. The study aimed to determine if learning style preferences differ between older and younger workers, and if preferences vary based on age, gender, education, job type, or years of experience. Participants completed a demographic survey and Learning Style Inventory and were provided information on learning styles. The researcher verified scores and identified any mathematical errors. Related literature on training older learners was also cited.

1. University of North Texas
1
www.attd.unt.edu
University of North TexasUniversity of North Texas
Learning Style PreferencesLearning Style Preferences
of Older Working Adultsof Older Working Adults

2. 2
University of North Texas
Purpose of the StudyPurpose of the Study
•To determine if learning style
preferences differ significantly
between older and younger workers.
•Also to determine if there is a significant
difference in learning style preferences
of older workers when categorized by
age, gender, educational level, job
classification, and years of experience
within job classification.

3. Active
Experimentation
(Doing)
Concrete
Experience
(Sensing/Feeling)
Reflective
Observation
(Watching)
Abstract
Conceptualization
(Thinking)
Dynamic
Learners
44 11
33 22
Innovative
Learners
Analytic
Learners
Common
Sense
Learners
When someone is
When someone is
teaching us in our
teaching us in our
most comfortable
most comfortable
style,we learn.
style,we learn.

4. University of North Texas
4
www.attd.unt.edu
Active
Experimentatio
n
Concrete
Experience
Reflective
Observation
Abstract
Conceptualization
DIVERGER
DIVERGER
Concrete Experience and
Reflective Observations
Imaginative Ability
gestalt (looking at the whole
rather than the parts)
a people person
emotional
humanities and liberal arts
influenced by peers

5. University of North Texas
5
www.attd.unt.edu
Active
Experimentatio
n
Concrete
Experience
Reflective
Observation
Abstract
Conceptualization
Assimilator
ASSIMILATOR
Abstract Conceptualization
and Reflective Observation
theoretical model
abstracts
(not interested in practical
use of theories)
a goal setting person
systematic planner

6. University of North Texas
6
www.attd.unt.edu
Active
Experimentatio
n
Concrete
Experience
Reflective
Observation
Abstract
Conceptualization
CONVERGER
CONVERGER
Abstract Conceptualization
and Active Experimentation
deductive
practical application of ideas
single correct answer
things rather than people
narrow interests
physical science
a goal setting person
a systematic planner

7. University of North Texas
7
www.attd.unt.edu
Active
Experimentatio
n
Concrete
Experience
Reflective
Observation
Abstract
Conceptualization
ACCOMMODATOR
ACCOMODATOR
Concrete Experience and
Active Experimentation
adaptive
intuitive, trial and error
relies on other people of
information
at ease with people
sometime seen as impatient
and pushy
technical and practical
fields influenced by
peers

8. AEAE
CECE
RORO
ACAC
Stage 4: Learning by doing
•Learn through “hands-on”
•Rely on gut-level feelings
•Rely more on people for information
•Like to influence & lead others
•Personally involved
•Takes risk
Stage 1: Learning from feeling
•Being sensitive to people’s feelings
•Being sensitive to values
•Listening with an open mind
•Gathering information
•Integrating the experience with self
Stage 2: Learning by watching
•Organize information and facts
•Putting info. in concise, logical form
•Less focus on people and more interest
abstract ideas and concepts
•More important that a theory be logical
than have practical value
Stage 3: Learning by thinking
•Using logic & ideas rather than
feelings
•Rely on theories & ideas to solve
problems
•Rather deal with technical task/
problems than with interpersonal
•Setting goal
•Making decisions objectively

9. 9
University of North Texas
Data Collection MethodsData Collection Methods
Each individual in the study will be
provided:
• Instructions for completing the
demographic Data Sheet and LSI.
• Most participants completed both
instruments in 10-20 minutes.

10. 10
University of North Texas
Data Collection MethodsData Collection Methods
• The participants score their own
learning style inventories.
• A brief discussion of learning styles
is conducted.
• Instruments are then returned to the
researcher.

11. 11
University of North Texas
Data Collection MethodsData Collection Methods
• The researcher verified the scores
obtained by the participants on all
learning style inventories and make
corrections where mathematical
scoring errors in addition occurred.
• Summary information can be
provided to the contact person.

12. 12
University of North Texas
Data Collection MethodsData Collection Methods
• The researcher verified the scores
obtained by the participants on all
learning style inventories and made
corrections where mathematical
scoring errors in addition occurred.

13. 13
University of North Texas
Related WorkRelated Work
Wircenski, M., Walker, M., & Allen, J., West, L. (1999). Age as a diversity
issue in grades K-12 and in higher education. Educational Gerontology 25(6),
491-500.
Allen, J., Wircenski, M. (1999). AgeShare: Training Older Learners: Issues
for the New Millennium. National Academy for Teaching and Learning about
Aging [on-line]. Available: www.unt.edu/natla/age_share_training_older_learners
Allen, J., & Hart, M. (1998). Training older workers: Implications for
HRD/HPT professionals. Performance Improvement Quarterly, 11(4), 91-102.
Ennis-Cole, D., & Allen, J. (1998). Challenges of training and retraining
older individuals with special needs. The Journal for Vocational Special Need
Education 20(3), 35-42.

14. The University of North Texas
Program of
Applied Technology, Training
and Development
P.O. Box 311337
Denton, Texas 76203-1337
Phone: (940)565-2093
Faculty Members:
Drs. Allen, Ditzenberger, Walker, J.
Wircenski, & M. Wircenski
Program Web Page:
http://www.attd.unt.edu/
University of North Texaswww.attd.unt.edu