Learning Orientations and Participation in Self-Education and Continuing Education

Abstract

This study explored the nature of the relationship between learning orientations and participation by adults in learning activi ties. The typology suggested by Houle and extended by others provided the framework for the investigation of learning orienta tions. The categories of self-education and continuing education suggested by Verner and others were used to analyze learning activities. The theoretical framework proposed that different learn ing orientations would be associated with varying levels of partici pation in self-education and continuing education. Six research hypotheses derived from the theoretical frame work were tested with a sample consisting of 220 female registered nurses. The instruments used were Sheffield's Continuing Learning Orientation Index and two eleven-item measures of participation in self-education and continuing education. The factors identified from the Sheffield instrument were similar to those found in other applications of the same instrument and consistent with the Houle typology. The factor named "learning orientation" was clearly related to participation both in self-education and continuing education, but there was a mixed pattern of relationships with respect to the other learning orientations. It was concluded that there was still a need to determine more accurately the utility of learning orientations as predictors of participation in different types of learning activities.