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

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.

A Case Study of Active Aging through Lifelong Learning: Psychosocial Interpretation of Older Adult Participation in Evening Schools in Korea

Lifelong learning is a key element of the conceptual framework of active aging. To understand how older adults experience active aging through participation in lifelong learning, the authors conducted a qualitative case study. The research participants were older adult learners attending evening schools aiming to pass the equivalency examination. Data were collected primarily using semi-structured interviews with five older adult learners, and additional data were collected from relevant documents. Data analysis and thematic discussion provided insights into how older adults experience active aging by participating in lifelong learning. Data analysis identified themes of overcoming limited education, taking the equivalency examination, and evolving goals. Thematic discussion revealed that older adults began learning to meet deficiency needs; however, they developed their goals after attending evening schools and passing the equivalency examination. In addition, lifelong learning is an indispensable element of active aging not only because learning is good for older adults’ wellbeing, as reported in the literature, but also because older adults become more active in the systemic change of their environment and in the setting goals for their lives.

Older Adult Learners’ Contributions to Enhancing Age-Friendly Practices Within the Classroom

Interest in college courses that focus on aging attract a variety of students. For older adults, the decision to take college courses may be fueled by a desire to engage in life-long learning, finish degrees that have been long desired, or retool and change careers. Older adults 65 years and older living in Oregon may audit courses for free in four-year public universities. Older auditors and degree-seeking students often work closely with faculty in providing support on course projects and sharing developmental insights that stimulate discussions about aging pathways. This presentation outlines the ways in which older adults contribute to educational conversations, mentor younger learners, and enhance classroom/university environments. How older adult learners have provided support in workshops, aided students in career decision-making, connected students to community resources, and provided contacts for intergenerational community activities will also be highlighted.

Older Learners in Higher Education: Age-Friendly University Models in and Beyond the Classroom (A Collaborative Symposium between the AFU and Intergenerational Learning, Research and Community Engagement Interest Groups)

The Age-Friendly University (AFU) movement is specifically targeting one group of adult learners who are less represented within higher education -- individuals considered “older adults,” with five of the ten principles focused on promoting educational opportunities for older adult learners. However, there is less understanding within higher education for how to ensure inclusivity of this group. Importantly, some universities across the country have identified promising strategies for engaging older adult learners within higher education classrooms and supporting them beyond the classroom. As this intergenerational learning model continues to grow, there is much to learn from those who have begun efforts to appropriately utilize and engage older adult learners. This symposium will highlight examples from universities that have identified ways to create age-diverse programs within the university setting. The first paper will begin by discussing intergenerational learning opportunities for utilizing older adult learners in innovative ways to enhance university student experiences, and the second paper will specifically highlight successful activities used in a university class to engage older and younger adult learners. The third paper will examine ways in which a university and Osher Lifelong Learning Institute work together and promote research opportunities for both generations. The fourth paper will discuss research conducted to investigate how intergenerational classroom experiences are shaped by older adults. The fifth paper will describe the use of technology training workshops to promote service learning for university students and those in a retirement community. This would be a collaborative symposium between the AFU and ILRCE Interest Groups.