摘要：The stability of learning orientation, as formulated by Knowles, and of learning style, as conceptualised by Kolb, was investigated. Attempts were also made to determine whether a relationship exists between orientation and style. The results showed that significant changes in learning style occurred. Under acceptable task conditions an andragogical orientation dominated whilst under unacceptable task conditions significant shifts to a pedagogical orientation were discerned. Although learning style changed significantly, no significant relationship between learning orientation and learning style could be found. Theoretical and practical implications of the findings are briefly discussed.Opsomming Die stabiliteit van leerorientasie, soos deur Knowles geformuleer, en van leerstyl, soos deur Kolb gekonsep- tualiseer, word in die studie ondersoek. Daar is ook 'n poging aangewend om te bepaal of daar 'n verband tussen orientasie en styl is. Die resultate dui daarop dat leerorientasie betekenisvol verander het. By 'n aanvaarbare leertaak was 'n andragogiese orientasie dominant, terwyl 'n betekenisville verandering na 'n pedagogiese orientasie by 'n onaanvaarbare leertaak waargeneem is. Ofskoon leerstyl ook betekenisvol verander het, kon 'n beduidende verband nie tussen leerorientasie en leerstyl gevind word nie. Die teoretiese en praktiese implikasies van die bevindinge word kortliks bespreek.
