A key to successful aging: learning-style patterns of older adults

A sample of 61 volunteer older adults, age 64 to 88, living independently in a suburban, residential senior citizen setting, participated in this dual-pronged investigation. It was the first study of its kind to analyze the current and previous learning styles of a sample of older adults. Current learning-style preferences were assessed through the Productivity Environmental Preference Survey (PEPS) and recalled learning-style preferences identified through the Previous Learning Experiences Questionnaire. Each older adult participant was administered the Short Portable Mental Status Questionnaire to assess their cognitive functioning. Two directional research hypotheses were tested. Single-sample t tests confirmed that these older adults scored significantly different on learning-style elements as measured by the PEPS from the original normed group. Single-sample t tests also revealed that older adult men were significantly different from older adult women on certain learning-style preferences. Research conducted with the Dunn and Dunn Learning-Style Model during the past 30 years has yielded valuable insights into how learning-style preferences evolve over time. This model's research continuum, until recently, extended from early childhood through the midlife years of between 40 and 50. This investigation currently has expanded the learning-style continuum to incorporate octogenarians. The element of perception has provided additional information that is important and useful for educators when preparing instructional sessions that include diverse older adult participants.