The purpose of this study is to explore participants learning preferences. Specifically, this study aims to understand the relationship between demographics including age, gender, and community setting, learner characteristics and self-directed learning readiness. An exploratory case study mixed method approach will be used to investigate learner characteristics by examining the five assumptions of andragogy; self-concept, learning experience, readiness to learn, orientation to learning, and motivation to learn. Data analyzed included quantitative data analysis of self-directed learning readiness and qualitative data analysis from seven interviews.

The findings from this study indicated that there was no statistically significant effect with age and community setting in regards to self-directed learning readiness. However gender did have a statistically significant effect with males agreeing in higher percentages with the items related to learning experience. Four major themes emerged from the interviews regarding learning preferences; learning is situational, motivation is extrinsic, evaluation and self-assessment are important components of learning, and learning preferences changed with behavior modifications.

The goal of this research study was to explore self-directed learners readiness and their learning preferences. This study sought to inform instructional designers on how to design more adequate learning activities for self-directed learners. In the following five chapters the purpose of the study, theoretical framework, literature, findings, implications to instructional design, and recommendations will be discussed.