An Investigation of Differential Encoding and Retrieval by Older Adult College Students

1987 ◽  
Vol 61 (3) ◽  
pp. 735-740
Author(s):  
Michael F. Shaughnessy ◽  
Laurie Reif
Keyword(s):  
College Students ◽  
Adult Learners ◽  
Adult Students ◽  
Older Adult ◽  
Differential Encoding ◽  
Adult College Students ◽  
Older Adult Students ◽  
Older Adult Learners ◽  
Encoding And Retrieval

Three experiments were conducted to clarify the encoding/retrieval dilemma by testing older adult students; recognition and recall were compared. Implications of results for older adult learners ate explored.

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 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 Listening in Older Second Language Learners: The Teachers’ Perspective

2017 ◽  
Vol 8 (1) ◽  
pp. 148-163
Author(s):  
Agata Słowik
Keyword(s):  
Adult Students ◽  
Language Learners ◽  
Older Adult ◽  
Cognitive Abilities ◽  
Second Language Learners ◽  
Future Research ◽  
Learning And Teaching ◽  
Teaching Preferences ◽  
Older Adult Students ◽  
Older Adult Learners

There are various theories, strategies and techniques regarding teaching different language skills. At the same time, as practice shows listening remains the most challenging skill for the educators to teach effectively and for the learners to master. Moreover, both the learners and their teachers have their own, not infrequently rather disparate, subjective theories, as well as learning and teaching preferences. Older adult learners are a peculiar case as they are a very diverse group, aware of their needs and cognitive abilities. At the same time, their teachers are unfortunately often unaware of these needs and do not adapt the materials to suit their students. The aim of this paper is, thus, to present the opinions of the teachers of older adult students and to provide basis for future research. 

scholarly journals The Effect of Age on Electronic Health Literacy: Mixed-Method Study (Preprint)

2018 ◽  
Author(s):  
Wan-Chen Hsu
Keyword(s):  
College Students ◽  
Adult Students ◽  
Health Information ◽  
Older Adult ◽  
Mixed Method ◽  
Penetration Rate ◽  
Ehealth Literacy ◽  
Internet Penetration ◽  
Literacy Scores ◽  
Older Adult Students

BACKGROUND The world’s internet penetration rate is increasing yearly; approximately 25% of the world’s population are internet users. In Asia, Taiwan has the fifth highest internet usage, and has an internet penetration rate higher than the world average. Electronic health (eHealth) literacy is the ability to read, understand, and utilize Web health information. eHealth literacy is gaining attention worldwide. OBJECTIVE This study aimed compare the differences in eHealth literacy between traditional college students (aged between 18 and 22 years) and older adult students (aged between 55 and 72 years). It also summarizes the experiences and performances of these 2 groups in terms of searching online health-related information. METHODS A mixed-method approach was used, including questionnaire surveys and interviews. A total of 208 respondents were interviewed: 65 traditional college students (31.3%) and 143 older adult students (68.7%). The results of the interviews were used to compare the eHealth literacy scores of the 2 groups. RESULTS There were significant differences in the overall eHealth literacy scores (t207=2.98; P=.001) and the functional eHealth literacy dimension (t207=12.17; P<.001). The findings showed a significant gap in eHealth literacy between the 2 groups. Most participants believed that online health information could be largely read and understood. However, they were skeptical about the quality of the information and noted that it consisted of either subjective judgments or objective standards. CONCLUSIONS Traditional college students preferred esthetically pleasing health information, whereas older adult students focused on its promotion. Furthermore, the first group often used websites for solving health problems, whereas the second group forwarded health information through communication software.

scholarly journals The influence of social support and social skills on the academic performance of younger individuals and older adult college students

2021 ◽  
Vol 38 ◽  
Author(s):  
Soniárlei Vieira LEITE ◽  
Lucia Helena de Freitas Pinho FRANÇA ◽  
Shirley Bezerra Feitosa LEITE
Keyword(s):  
Social Support ◽  
College Students ◽  
Academic Performance ◽  
Social Skills ◽  
Adult Students ◽  
Older Adult ◽  
Age Groups ◽  
Hierarchical Regression ◽  
The Social ◽  
Adult College Students

Abstract The ageing process has provoked a visible increase of older adult students in Brazilian universities. Several studies have been conducted on the development of this older adult student, but few have tested the influence of social skills and perceived social support on academic performance by comparing different age groups. The goal of this longitudinal study was to investigate the influence of social support and social skills on the academic performance of older adult college students compared to younger individuals. The sample was composed of 326 college students (200 younger individuals and 126 older adults), from 13 universities in the metropolitan area of the city of Rio de Janeiro. Multiple hierarchical regression confirmed the predictive power of the social support (but not the social skills) over academic performance. The evolution of academic performance (performance coefficient) was observed for two years. New studies with larger samples in other regional contexts are recommended.

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.

Ageism at university: A comparative analysis of young and older adult students

2018 ◽  
Vol 44 (11) ◽  
pp. 679-692 ◽  
Author(s):  
Enrique Arias Fernández ◽  
Juan Lirio Castro ◽  
Inmaculada Herranz Aguayo ◽  
David Alonso González ◽  
Esther Portal Martínez
Keyword(s):  
Comparative Analysis ◽  
Adult Students ◽  
Older Adult ◽  
Older Adult Students

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.

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