Older Adult Learners: An Opportunity for Universities

2020 ◽  
pp. 251-264
Author(s):  
Walter Archer ◽  
William (Bill) J. Kops
Keyword(s):  
Adult Learners ◽  
Older Adult ◽  
Older Adult Learners

New Perspectives of Andragogy in Relation to the Use of Technology

2013 ◽  
pp. 1606-1621
Author(s):  
Lesley Farmer
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Learning Environment ◽  
Older Adult ◽  
Adult Educators ◽  
Technological Factors ◽  
Use Of Technology ◽  
Emerging Trends ◽  
And Control ◽  
Older Adult Learners

This chapter examines technological factors that influence the conditions and processes of adult learning, and how adult educators can deal with those changes effectively. Technology can reinforce and enhance adult learning, providing a learning environment with tools and resources that the learner can explore and control, thus fostering more independent, adult-centered learning. Adult learning changes because of the need to learn how to use technology tools, the opportunity for expanded access to resources, the variations in designing and experiencing learning experiences, and the expanded opportunities to engage with these resources and with other learners. Several issues contextualize the realities and challenges of adult learning as impacted by technology: workplace learning and learning organizations, informal learning, distance education, globalization, the Digital Divide, and older adult learners. Emerging trends are also mentioned.

scholarly journals Methodologies for Teaching English to Adult Students in Spanish Vocational Education Programs

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Sergio Castañeda
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Older Adult ◽  
Language Production ◽  
Real Life ◽  
Teaching English ◽  
Structured Interviews ◽  
Diverse Classrooms ◽  
Diverse Groups ◽  
Older Adult Learners

This paper explores strategies used by teach- ers of English in Spain to compensate for learning limitations  associated with student age. As part of a qualitative study of multiple cases, twenty teachers from different voca- tional programs volunteered to participate in semi-structured interviews. The interviews revealed the difficulties that older Spanish adult students experience in learning Eng- lish in age-diverse classrooms. The findings specifically indicate that older adult learners face numerous obstacles in oral compre- hension and language production because of the translation and grammatical method- ologies with which they were educated. A further obstacle is their younger classmates’ linguistic superiority. Special attention  is paid to the methodologies used by teachers of age-diverse groups, including material speci- ficity, real-life practice, repetition and system- atization, skill-oriented tasks, and collabora- tive or cooperative learning.

scholarly journals EVALUATING THE ENGAGING OLDER ADULT LEARNERS AS HEALTH RESEARCHERS PROJECT I

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S405-S405
Author(s):  
Kate Kondolf ◽  
Joyce Duckles ◽  
sandhya Seshadri ◽  
Phyllis Jackson ◽  
Craig Sellers ◽  
...  
Keyword(s):  
Health Literacy ◽  
Adult Learners ◽  
Older Adult ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Subjective Health ◽  
King's College ◽  
Race And Health ◽  
Older Adult Learners

Abstract We discuss the evaluation of the Engaging Older Adult Learners as Health Researchers (ENGOAL), a program designed to educate older adults from underserved and underresourced communities about geriatric health and research methods, enabling them to become Research Partners. Quantitative and qualitative data were collected for evaluation from 21 participants aged 53-79. We used All Aspects of Health Literacy Scale (AAHLS, King’s College, London) and an adaptation of Stanford Patient Education Research Center Chronic Disease Self-Efficacy Scale to assess pre-post and follow-up changes, using repeated measures analyses. Results suggest notable increases in self-efficacy, but only small improvements in subjective health literacy. Themes identified through qualitative analysis of interviews with participants included: (1) Finding our Voices (2) Race and Health (3) Faith and Health (4) Communicating with Providers and (5) Sharing and Advocacy. Emerging community leadership of participants are further evidence of confidence gains in our participants.

Silver surfers: Training and evaluating internet use among older adult learners

1999 ◽  
Vol 48 (4) ◽  
pp. 269-286 ◽  
Author(s):  
Michael J. Cody ◽  
Deborah Dunn ◽  
Shari Hoppin ◽  
Pamela Wendt
Keyword(s):  
Adult Learners ◽  
Older Adult ◽  
Internet Use ◽  
Older Adult Learners

IMPACT OF CAMPUS PHYSICAL ENVIRONMENT ON OLDER ADULT LEARNERS

1994 ◽  
Vol 18 (3) ◽  
pp. 307-317 ◽  
Author(s):  
Maurine Lea Moore ◽  
William E. Piland
Keyword(s):  
Adult Learners ◽  
Older Adult ◽  
Physical Environment ◽  
Older Adult Learners

scholarly journals Supporting Educational Needs of Older Adult Learners: Strategies for Virtual Transitioning and Student Engagement

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 387-387
Author(s):  
Sara Conwell ◽  
Amy Danzo ◽  
Allyson Graf ◽  
Suk-Hee Kim ◽  
Katherina Terhune
Keyword(s):  
Student Engagement ◽  
Adult Learners ◽  
Adult Students ◽  
Older Adult ◽  
Educational Needs ◽  
Intergenerational Learning ◽  
Diversity And Inclusion ◽  
Global Initiative ◽  
Areas Of Interest ◽  
Older Adult Learners

Abstract The pandemic has revealed a multitude of challenges disproportionately impacting older adults, including older adult learners. Institutions of higher education are uniquely positioned to respond to various challenges using the guiding framework of the Age-Friendly University global initiative. This presentation highlights how preexisting university student support practices and services were adapted to provide older adult learners with guidance for navigating their educational needs during the pandemic. Specifically, it expands on strategies utilized by Adult Learner Programs and Services to effectively pivot to virtual services to support the advising and programming needs of older adult learners. Survey data identifying areas of interest for virtual programming for older adult students will be explored. Recommendations will be discussed for promoting effective transitioning to virtual support systems, preserving student engagement and intergenerational learning, and advocating for aging to remain central to university diversity and inclusion initiatives.

scholarly journals Creative Retirement: Survey of Older Adults' Educational Interests and Motivations

2013 ◽  
Vol 30 (2) ◽  
Author(s):  
Atlanta Sloane-Seale ◽  
Bill Kops
Keyword(s):  
Older Adults ◽  
Adult Learners ◽  
Continuing Education ◽  
Older Adult ◽  
Barriers To Learning ◽  
Select Group ◽  
University Continuing Education ◽  
Continued Learning ◽  
The University ◽  
Older Adult Learners

The University of Manitoba's Continuing Education Division (CED) and Creative Retirement Manitoba (CRM) formed a partnership to promote applied research on lifelong learning and older adults, to develop new and to complement existing educational activities, and to explore new program models and instructional methods to meet the educational needs of older adult learners. A survey, the first in a larger research project of this partnership, was undertaken to identify the learning interests and motivations of a select group of active older adults who participate in CRM's activities. The results indicate that these learnersprefer to learn only for interest, in non-educational settings or on their own;are interested, motivated, and physically and financially capable;confront situational and institutional barriers to learning; andconsider learning important to their lifestyle.These findings are consistent with the notion that an active lifestyle, including continued learning, may lead to improved quality of life, and better health and wellness for older adults. University continuing education (UCE) has a role to play in developing and supporting learning opportunities and programs for older adult learners, albeit a measured one.

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