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Abstract

In order to prepare students to compete successfully in our pluralistic society and gain a global perspective, the instructional process must focus on how students learn as well as on what they learn. This study was undertaken to determine the information accessing and processing preferences of Indiana’s secondary health occupations students. The objectives were to compare and contrast secondary health occupations student preferences to the preferences of secondary health occupations teachers and practitioners in general. Using a representative sample of students and teachers in Indiana, data were coIlected using the Myers-Bnggs Type Indicator and a demographic questionnaire. The findings indicated that significant differences existed in preferences between these students and both teachers and practitioners. Unlike their teachers and other practitioners, these students, in general, have a profile with preferences requiring a need for learning experiences that are linear, flexible, group oriented, and open-ended.

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