Online Social Environment Impacts Feelings of Social Connection in Older Adults During the COVID-19 Pandemic

Evidence suggests that nearly one-third of older adults experience loneliness and/or social isolation; an increase in these rates during the current pandemic is anticipated. The Lifelong Learning Institute (LLI) at Nova Southeastern University (NSU) in South Florida has worked to engage seniors in fun learning activities and social opportunities since 1977. When “stay at home” orders went into effect in March, 2020 the LLI moved to online program delivery via Zoom. To understand the implementation of zoom among LLI members, NSU students, researchers and LLI member advisory committee developed a cross-sectional research study using an online survey that was administered to LLI members three months post-zoom implementation in May, 2020. Results among the 127 responders demonstrated that a majority of members were not comfortable using zoom (57%) especially the chat, reactions or camera features. More than 80% of responders did report that zoom helped them keep their spirits up. Respondents had specific feedback to improve Zoom programming including Youtube videos on use, retraining, training on features (e.g. chat, camera, reaction), closed captioning, program reminders and links sent out more frequently and within 30 minutes of start time. There were also several comments about internet connectivity, identifying opportunities for router and internet plan education. Finally, respondents noted new opportunities to enhance virtual programming including engaging speakers from across the nation and world. In summary, direct feedback from seniors on how to improve the online social and learning environment is pivotal to improving experience, programming and social connection during COVID-19.

Engaging Older Adult Learners Through Intergenerational Learning Opportunities

The University of Rhode Island became a part of the AFU network in 2018, and much of our rationale for joining the network was based on our strengths and growing interest in intergenerational programs and learning. The URI Osher Lifelong Learning Institute (OLLI) currently has over 1,300 members, and a large aspect of their strategic plan and current efforts are focused on increasing intergenerational learning opportunities due to interest and successes in these areas. Some of the successful strategies that have been used include an intergenerational classroom of OLLI member and university students designed within a traditional college class, a matching program where students are partnered with OLLI members, intergenerational service learning opportunities for students to engage with OLLI members in different ways, and question and answer sessions with OLLI members within college classes. This presentation will highlight these efforts, lessons learned, and efforts to track participation and outcomes.

Using Technology to Connect the Generations and Understand Lifelong Learning

The University of Connecticut (UConn) has a thriving Osher Lifelong Learning Institute (OLLI), which has existed for over a decade on one of their regional campuses (700+ members). Intergenerational classes are utilized, but connecting UConn students with OLLI members outside of these classes in an effective, meaningful way is a challenge. A successful model developed within an adulthood and aging class to connect the generations outside of the classroom utilizes technology as a bridge. The two most successful activities will be highlighted. The first is a “technology clinic,” which requires students to pair up with OLLI members to assist them with technological needs. The second requires students to create a podcast by interviewing an OLLI member on the importance of lifelong learning, which is uploaded to the campus OLLI website. Implications for both generations, bi-directional affective change, and inclusivity of older learners in the classroom and beyond will be discussed.

Lifelong Learners’ Contributions to the Campus Community

The 2,000 member Osher Lifelong Learning Institute (OLLI) at California State University, Long Beach offers non-credit classes to adults 50 and older. We have an ongoing strategic goal (2014, 2019) to “increase our University and student involvement.” Integration into the campus community includes members volunteering as participants in survey and participatory faculty and student research related to biopsychosocial aspects of aging, faculty/student data collection in selected OLLI classes, vetting students to teach OLLI classes, acting as resources for professors/students in product development related to aging, guest lecturing in University courses, and providing internships for students at OLLI. Collaborations have led to multiple faculty/student publications and presentations. We also endow an annual award for graduate students to support their research/projects related to aging. In return, we request and provide students the opportunity to present their results to our members. Outreach strategies will be discussed.

THE INFLUENCE OF HUMOR AND SPIRITUALITY ON THE RESILIENCY OF COMMUNITY-DWELLING OLDER ADULTS

Older adults are confronted with many distinct challenges, which require the use of various coping mechanisms to maintain psychological balance, including humor and spirituality (Bonanno et al., 2012; Koenig, 2012). This study examined the influence of humor and spirituality on resiliency of 156 (age 60 years and older) community-dwelling members of an Osher Lifelong Learning Institute located in the western region of the United States who completed a pen and paper and electronic newsletter surveys. The majority of the sample used humor to cheer themselves when feeling depressed, were amused by the absurdities of life, used humor to feel better and to cope with problems, and believed their humorous outlook prevented them from being upset or depressed. Almost three-quarters of the sample looked to a spiritual force for strength, support, and guidance, 58% worked together with a spiritual force and less than 39% thought about how their lives were part of a larger spiritual force. In the final hierarchical regression model (F (5, 143, = 8.895, p .000), only spirituality (beta = -.238, p < .001) and humor (beta = .444, p < .000) were statistically significant; whereas age, gender and living with another were not statistically significant. The findings suggests that humor along with spirituality are two internal resources that promote resiliency in older adults. Humor infused in informal interactions and planned activities as well as spiritual support may contribute to the promotion and enhancement of resiliency in community-dwelling older adults.

‘Our members are growing up!’: contradictions in ageing talk within a lifelong learning institute

Whether encouraging successful ageing or labelling one as a stereotypical senior citizen, messages surrounding ageing pervade the daily lives of older adults. However, as a social status, age remains primarily in the background of older adults’ conversations, only being drawn into the focus when one is identified as older. This paper draws on interviews with members and staff of an Osher Lifelong Learning Institute (OLLI) in the southeastern United States of America in order to examine the ways that they discuss age and ageing. These older adults’ ageing talk often focused on navigating away from negative ideas about age and avoiding labels deemed pejorative. Humour was occasionally used in identifying age, which carried potential for reinforcing as well as subverting ageism. Yet, members highlighted positive value in being older, particularly as demonstrated through participation in age-segregated education. Overall, these findings reflect the conflicting influences of deeply embedded ageist beliefs and personal desires to age successfully among this group of white, upper-middle-class, educated older adults. Ultimately, OLLI served as a protective environment for these privileged individuals, shielding the self from stereotypes otherwise present in ageing talk.