Listening preferences of traditional and nontraditional college students and their relationship to instruction

Abstract

Research has indicated that traditional and nontraditional students differ in both learning and listening orientations in the college classroom. This study explores listener preference as an explanation for some of these differences. Results indicate partial support for this perspective in that traditional students prefer a people‐oriented listening style while nontraditional students are more likely to utilize an action‐oriented listening style than traditional students. Results are discussed as they relate to enhancing the classroom environment through appropriate instructional behaviors