The Relationship Between Self-Directed Learning Readiness and Learning Style Preferences on Employees in a Public Library System

Abstract

This quantitative correlational study investigated to what degree a relationship exists between self-directed learning readiness and learning style preferences on employee learning by sampling 169 employees employed in a large public library system located in a metropolitan city in a Southwestern state. General demographic information on the sample was also gathered and analyzed. The instruments used in this study included the Self-Directed Learning Readiness Scale (SDLRS), Kolb’s Learning Style Inventory (LSI), and a researcher designed pre-test / post-test measure where the resulting scores were used to calculate the employees’ learning gain. An online self-directed learning program was employed to increase employees’ understanding of various web-based applications currently being utilized by the public library system.

The majority of the public library system employees scored in the above average category of readiness for self-directed learning, indicating that they perceived themselves as ready to engage in self-directed learning. The sample was fairly evenly distributed among the four learning preferences of the LSI with the learning preference known as concrete experience being the most preferred.

No significant correlations were found to exist between SDLRS scores and learning gain, or between the learning styles and learning gain. While no significant relationships were found, public library system employees had a strong preference for the learning preference of concrete experience with 80% of the participants scoring in the 61-100 percentiles.

Self-directed learning readiness did have significant correlations to the employees’ perceived understanding of the digital applications contained in the self-directed learning program both before and after completing the online self-directed learning program. There were also significant positive relationships between employees who had higher levels of understanding of the digital applications and the learning preferences of concrete experience and reflective observation both prior to and after participating in a self-directed learning program. A significant negative correlation was seen between concrete experience and post-participation perceived understanding of the digital applications.

Further details about the results of this study are included as well as a discussion of the findings and implications for future research.