scholarly journals The role of the University of the Third Age in meeting the needs of older adult learners in Poland

2021 ◽  
pp. 1-15
Author(s):  
Dorota Gierszewski ◽  
Julia Kluzowicz
Keyword(s):  
Adult Learners ◽  
Older Adult ◽  
Third Age ◽  
The Third ◽  
The University ◽  
Older Adult Learners

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.

scholarly journals Developing efficient foreign language classroom environment for older adult learners

2019 ◽  
Vol 10 (2) ◽  
pp. 189-200
Author(s):  
Agata Słowik-Krogulec
Keyword(s):  
Adult Learners ◽  
Learning Environment ◽  
Foreign Language ◽  
Older Adult ◽  
Classroom Environment ◽  
Later Life ◽  
Teaching Materials ◽  
The Third ◽  
Age Related ◽  
Older Adult Learners

Aim: The aim of the research is to present which elements related to teaching English to older adult learners have the greatest influence on creating a propitious and friendly learning environment. In order to achieve this firstly, I wish to present older adults’ observations regarding problems encountered in the classroom environment related to the lack of teaching materials, mixed age and ability groups or being discriminated against by fellow students and teachers. Secondly, I would like to propose some solutions to improve the efficiency of both students and teachers in the classroom environment. Methods: The subjects of the study were 40 older adult learners of English who attended the classes at the University of the Third Age in Wrocław. In the study the participants were asked to choose the answers which, according to them, have the greatest influence on their learning the foreign language in later life. The participants also wrote additional comments that explained their choices. The analysis was qualitative in nature. Results: The analysis shows that teachers (n=35) and teaching materials (n=31) are considered to be the two most important factors in learning a language in later life. The third most vital factor in creating a good classroom environment is related to other students (n=17). The subjects’ comments, however, point to numerous problems encountered in the aforementioned areas that affect the process of foreign language learning in later life. Conclusions: Older adult learners’ needs, abilities and learning preferences should be taken into account while designing language courses as, according to the subjects of the study, at present it is not the case. Moreover, there should be more awareness on behalf of the teachers as to the age-related changes that make certain tasks difficult and the learning environment unnecessarily hostile.

scholarly journals The University of the Third Age as an institution counteracting marginalization of older people

2020 ◽  
Vol 2 (2) ◽  
pp. 38-44 ◽  
Author(s):  
Aleksandra Marcinkiewicz
Keyword(s):  
Older People ◽  
The Elderly ◽  
Third Age ◽  
The Third ◽  
History Of ◽  
History Of The University ◽  
The University

The article presents the role of the University of the Third Age in counteracting the effects of marginalization of the elderly. The history of the University of the Third Age is presented and also different models of this institution are characterized. The paper presents new trends in research conducted by participants of the U3A and shown their relation to marginalization.

The French and British Models of the University of the Third Age: A Socio-Historical Analysis

2021 ◽  
Vol 21 (2) ◽  
pp. 27-43
Author(s):  
Marvin Formosa
Keyword(s):  
Adult Learning ◽  
Older Adult ◽  
Historical Analysis ◽  
Third Age ◽  
The Third ◽  
The University

The University of the Third Age is one the leading organisations on older adult learning. Since its founding in 1973, it has been marked by an extensive increase of centres and members all over the globe. This article provides a socio-historical analysis on the origins and establishment of the French and British U3A models which, to-date, remain highly influential towards the planning and running of older adult learning. It provides both a thematic and chronological account of how the U3A movement grew to its present dimensions from unexceptional settings in Toulouse and Cambridge in 1973 and 1982 respectively.

Sign in / Sign up

Export Citation Format

Share Document