Sociological aspects of the learning environment are important factors in an adult's ability to learn (Denny). Some adults prefer to learn alone, while others may prefer to learn in groups (Denny). Moreover, some adults may need a considerable amount of structure, while others are extremely self-directed (Denny). .

             Although researchers have focused on learning styles in children, learning styles are just as critical to adults (Denny). Adult learning approaches are not one-dimensional, for one of the foundations for adult learning is life experience (Denny). One researcher noted these characteristics of adult learners: "(a) self-directed, (b) centered on solving the problem at hand, (c) focused on the application of the material being presented, and (d) involved in their life experiences" (Denny). Based on past learning experiences, some adults have insight into their own learning preferences, therefore, it is important for adult learners to understand how they can use learning styles to their advantage, because knowing the style of one's learning can provide connections between teaching strategies and the learning process (Denny). .

             Age is also a variable that affects learning styles (Denny). According to a 1987 study of 145 adult students aged 18 years and older, found that older adults are more motivated and prefer a formal design, while younger adults are kinesthetic learners and are more persistent (Denny). The study also found that productivity occurs in the evening for younger adults, whereas older adults are more productive in the morning (Denny). Moreover, females over the age of 55 were not as productive in the afternoon as they were in the morning, while younger males prefer to learn in the evening and did not want an authority figure present when learning new information (Denny). The researchers concluded that significant changes occur as an adult ages (Denny).