Technology student learning preferences and the design of flexible learning programs

Abstract. The learning preferences of three hundred and thirty eight technology students enrolled in sub-degree programs at an Australian institution of Technical and Further Educa-tion were tested using the Canfield Learning Styles Inventory (CLSI). The results have been interpreted in a learning preferences framework and provide supportive evidence for the preferences factors of print-nonprint, collaborative, dependent, and autonomous learning identified by Sadler-Smith & Riding (1999). Although the research focussed on learning pref-erences the analysis also indicated support for the Wholist-Analytic cognitive style proposed by Riding & Cheema (1991). Gender differences were shown for the Interest subscales of the CLSI. Age-group differences were shown for several Conditions of Learning and Modes of Learning subscales. Implications for the design of training programs, and the skills that may need to be devel-oped in technology learners to enable effective use of flexible delivery, are also discussed