Learning strategy preferences of adult learners in a non -traditional graduate business program

Scope and method of study. This study was designed to explore individual differences in learning strategy preferences of Southern Nazarene University (SNU) graduate business program students. The population consisted of 68 students. The purpose of the study was to (a) identify learning strategy preferences of these graduate students, (b) examine the relationship of these learning strategies to demographic variables, (c) describe instructor actions that aid in learning and those that deter learning. In this descriptive study, ATLAS was utilized to measure learning strategies and group the learners into three categories of Navigator, Problem Solver, and Engager. Navigators tend to be focused, results-oriented high achievers who rely heavily on planning and organizing to learn. Problem Solvers are learners who utilize critical thinking skills and like to test assumptions and generate alternatives to learn. Engagers are passionate learners who enjoy collaborative learning activities and tend to use memory application and mental images to carry out learning. In-depth interviews were conducted with four Navigators, five Problem Solvers, and six Engagers to determine the learning strategies they utilized and the teacher actions that aided and hindered their learning.;Findings and conclusions. Chi square indicated no significance difference between this group when compared with ATLAS norms. Thus, the SNU graduate business program is a generalist program capable of drawing all types of diverse learners. The findings from student interviews supported and enhanced the descriptions of the three ATLAS categories of adult learners. Recommendations were made for improving student learning and for professional development for faculty.