Faculty perceptions of engaging older adults in higher education: The need for intergenerational pedagogy

2021 ◽  
pp. 1-22
Author(s):  
Jason Dauenhauer ◽  
Afeez Hazzan ◽  
Kristin Heffernan ◽  
Chantré M. Milliner
Keyword(s):  
Higher Education ◽  
Older Adults ◽  
Faculty Perceptions

scholarly journals Faculty Perceptions of Engaging Older Adults in Higher Education: The Need for Intergenerational Pedagogy

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 366-366
Author(s):  
Jason Dauenhauer ◽  
Afeez Hazzan ◽  
Kristin Heffernan
Keyword(s):  
Higher Education ◽  
Older Adults ◽  
Older Adult ◽  
Faculty Perceptions ◽  
Class Discussion ◽  
Intergenerational Learning ◽  
Learning Program ◽  
Face To Face ◽  
College Classrooms ◽  
Qualitative Interview Study

Abstract Institutions of higher education need to become more age friendly. Creating an on-campus lifelong learning program can offer older adults opportunities to audit classes and engage in multigenerational classrooms, but can also promote intergenerational learning when instructors consciously use pedagogy that fosters engagement between learners from various generations. Promoting intergenerational learning to facilitate reciprocal sharing of expertise between generations is also the fourth principle of the Age Friendly University framework. This qualitative interview study examines the perspectives of 27 faculty members who have opened their face to face classrooms to older adult auditors to 1) Explore perceived benefits and challenges associated with having older adults in the college classroom and to 2) Determine what levels of intergenerational learning may be taking place. Compared to lecture-based courses, faculty whose pedagogy promotes discussion, sharing, and small group work reported detailed examples of older adult learners and traditionally-aged college students engaging in course-related discussion. The unique, historical and diverse perspectives of older adults improved the quality of education for students, and fostered in-depth learning. Challenges related to older adult auditors included poor/limited attendance, sharing of strong opinions/dominating class discussion, sensory/mobility and technology accessibility. Recommendations include training to promote intergenerational engagement in college classrooms.

scholarly journals Stressors and coping mechanisms of older adults teaching in higher education institutions in Manila

2018 ◽  
Vol 5 (3) ◽  
pp. 36-58
Author(s):  
Elmer G. De Jose
Keyword(s):  
Higher Education ◽  
Older Adults ◽  
Older Adult ◽  
Life Stress ◽  
Short Form ◽  
Higher Education Institutions ◽  
Correlation Method ◽  
Coping Mechanisms ◽  
Adult Women ◽  
And Coping

This study explored the stressors and coping mechanisms of older adults, 60 years old and over, who teach in three state higher education institutions in Manila, Philippines. Descriptive correlation method of research was employed. One hundred eighty-eight were randomly selected from the roster of 356 target participants. The Older Adults Life Stress Inventory was used to identify the severity of stressors as experienced by the respondent senior professionals for the past 3 years along the areas of physical, health, social, family, occupational and financial domains. The Coping Strategy Inventory Short Form 32 was used to determine typical coping strategies that involve problem-solving, cognitive restructuring, express emotions and social contact. Tests of correlation, however, revealed that all the six stressors areas have a significant positive correlation with problem avoidance, wishful thinking, self-criticism and social withdrawal (p < 0.01). Multiple regression analyses disclosed that older adult men have a greater preponderance to experience stressors than older adult women   Keywords: Older adult professionals, stressors, coping mechanisms, physical-related stressors, health-related stressors, social-related stressors, family-related stressors, occupational stressors, financial stressors.

Using Virtual World Technology as a Faculty Development Tool in Higher Education

2012 ◽  
pp. 149-160
Author(s):  
Linda W. Wood
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Faculty Perceptions ◽  
College Faculty ◽  
Teaching Tool ◽  
Development Tool ◽  
Virtual World Environments

Higher education institutions are constantly challenged with the task of educating a technology savvy generation of students. Colleges must be able and ready to meet the needs of these digital-age students. What are the perceptions of college faculty of using virtual world technology as a teaching tool in the classroom? The purpose of this chapter is to explore how virtual world environments can be used as a faculty development tool in order to encourage the use of virtual worlds as a teaching tool in the classroom. This chapter references research from a mixed methods study exploring college faculty perceptions of the adoption of virtual world technology into the classroom, which in turn, provides insight to the willingness of higher education faculty to adopt this type of technology. In addition, the final section of the chapter includes a suggested guide on how to create a virtual world faculty development workshop based in Linden Lab’s Second Life.

Technology Adoption in Higher Education

2017 ◽  
pp. 295-317
Author(s):  
Maria Meletiou-Mavrotheris ◽  
Katerina Mavrou ◽  
Piedade Vaz-Rebelo ◽  
Silvio Santos ◽  
Pekka Tenhonen ◽  
...  
Keyword(s):  
Higher Education ◽  
Technology Adoption ◽  
Faculty Perceptions ◽  
Learning Objects ◽  
Faculty Members ◽  
Digital Videos ◽  
Inhibiting Factors ◽  
Technological Tools ◽  
Eu Project ◽  
Effective Use

This chapter presents the results of a study on faculty perceptions and practices regarding the use of videos and other technological tools in higher education. The research was developed within the scope of the EU project RELOBIE: Reusable Learning Objects in Education (2014-1-FI01-KA200-000831). Through a cross-national, in-depth survey of faculty members in four partner countries, the study has gathered some useful insights into instructors' perceptions, motivations, and experiences regarding the use of digital videos and other technologies for personal, professional, and instructional purposes. The study has also shed some light into both facilitating and inhibiting factors to the adoption and effective use of videos and other technologies in the higher education classroom.

Are They Worth It?

2021 ◽  
pp. 140-161
Author(s):  
Jamie Els ◽  
Erica Jansen ◽  
Stacey L. Kikendall ◽  
Amber Dailey-Hebert
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Faculty Perceptions ◽  
Communication Process ◽  
First Year ◽  
Digital Badges ◽  
Midwestern University ◽  
Faculty Input ◽  
Development Center ◽  
Digital Badging

Since 2011, the trend of digital badging has continued to rise among various organizations, including higher education. After gathering faculty feedback, input, ideas, and perspectives on structure and implementation, the faculty development center at a Midwestern university launched a university-wide digital badging program. The intent was to incorporate faculty input into the design of digital badges to gain faculty engagement. After the first year of implementation, a survey of faculty perceptions on digital badging received unanticipated results. Emerging themes from this survey indicate that faculty are hesitant towards digital badging; however, participant responses also suggest that faculty uncertainty of the digital badging program is connected to the communication process. Recommendations are presented to support the needs of faculty perceptions of a digital badging program.

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