ELDERLY INTERESTS IN THE EXPRESSIVE DOMAIN

Several researchers have examined elderly learning preferences and involvement in terms of the instrumental (basic or skill mastery) and expressive (enjoyment or self‐fulfillment) dichotomy. An overall preference for instrumental types of learning usually is found; however, certain types of older individuals will report preferences for expressive types of activities. A factor analysis of data on expressive and instrumental choices resulted in ten factors with more than one item loading at 0.40 or higher. The first factor, Expressive Arts Interest, accounted for 31% of the variance. Five other factors were also expressive in nature. Some implications in terms of assessing needs, planning programs, teaching, and research are presented.     

Older adults’ learning motivations in massive open online courses

With the popularization of massive open online courses (MOOCs) in the e-learning landscape, more and more older adults are participating in MOOC learning activities. Understanding older adults’ learning motivations in MOOCs will help MOOC developers design suitable learning systems and appropriate course content for older learners. Using a content analysis method, this study identifies six types of learning motivations of older adults in MOOCs: solving problems, acquiring knowledge, improving cognition, seeking fun, benefiting others, and social contact, among which improving cognition is unique to older adults. Based on the above classification, we found that the learning motivations among older adults vary with age and gender. The findings enrich the theories of education for older adults and of learning motivation, and can be used to improve the design of MOOCs for older adults.     

Daily activities and psychological need satisfaction of elderly adults: the experience sampling method

ABSTRACT

This study aimed to investigate older adults’ daily activities (e.g., learning activities and companionship) and the relations of these activities with the satisfaction of the basic psychological needs using the Experience Sampling Method (ESM). We propose a multilevel model to delineate the effects of daily experiences on the satisfaction of autonomy, competence, and relatedness needs. The current research was conducted by sending reminder messages and collecting daily responses via the Line@ application on mobile phones. A total of 838 valid records were collected (the average number of records per person was 24.65). In total, 838 daily experiences nested 34 older adults’ completed diary records for the study. The average age was 63.44 years (SD _age = 5.90, range from 52 to 75), and 82.4% were female (i.e., 28 women and 6 men). Each participant needed to complete their record each day throughout the 10-day period. The results of hierarchical linear modeling (HLM) revealed that learning for the elderly, as compared with doing all other activities, is positively related with the satisfaction of the autonomy need but negatively associated with the satisfaction of the competence need. Furthermore, eating as compared with learning for older adults is more likely to satisfy the competence and relatedness needs; however, learning as compared with watching TV may foster satisfaction of the autonomy, competence, and relatedness needs. In addition, as long as they are accompanied, regardless of who their companions are, compared with being alone, the older adults perceived greater satisfaction of the three basic psychological needs.     

情绪调节策略与延迟满足关系的实验研究

为研究情绪调节策略对情绪类型与延迟满足关系影响,采用两种不同情绪类型的视频短片启动大学生产生相应的情绪(积极情绪或消极情绪),比较两种条件下使用认知重评策略与表达抑制策略对紧随其后的延迟满足任务成绩的影响。实验结果表明:积极情绪状态下,认知重评与表达抑制组延迟满足得分差异不显著;消极情绪状态下,认知重评组延迟满足任务得分显著高于表达抑制组。结论:认知重评策略能够有效地改善消极情绪对延迟满足表现的负面影响。     

Exploring the association of learning participation with the quality of life of older Chinese adults: A mixed methods approach

The study aims to investigate the association of learning participation with the quality of life (QoL) in older Chinese adults, verifying how the differing types of learning activity participation may influence their QoL. We conducted two studies to gain a better understanding of learning participation and QoL among adults over 55 years of age. In the first study, we conducted five focus groups among 43 older adults about their understanding of learning benefits and their general well-being. In a second study, we assessed the QoL using the EUROHIS-QOL 8-item index, while learning participation was measured through a questionnaire addressing the frequency of involvement in educational activities among 579 Chinese older adults. The results indicate that being engaged in learning activities in old age has the potential to increase the QoL of older adults. Moreover, in contrast to nonformal learning, the results of the hierarchical linear regression model demonstrate that both informal and formal learning have a significant positive influence on QoL. The paper concludes by discussing the implications for research and practice pertaining to the encouragement of learning participation in later life.     

THREE OLDER LEARNERS: REASONS FOR PARTICIPATING IN MUSEUM ART CLASSES AND THE PERSONAL MEANING OF LEARNING

Interviews of three older people are presented as individual cases to explore the personal meaning older adults attach to learning art. The examples illustrate that learners can begin new educational pursuits in their old age, particularly when supported by outreach programs of institutions and that older people can have a big stake in learning art. The personal meaning attached to the learning activity, as expressed by these learners, is examined further through a discussion of role loss and instrumental and expressive learning. Implications for administrators and teachers are presented.     

THE LIFE ENRICHMENT PROGRAM FOR OLDER ADULTS: AN ALTERNATIVE EDUCATIONAL MODEL

The question of what is uniquely possible for the older adult learner is seldom asked by adult educators. Dealing with a population whose educational experiences are largely pedogogical, instructional programs have often attempted to continue this model of teacher‐selected content and methodology. This paper is a review of an experimental educational program designed to provide experiential activities related to learning needs and potentials of the older adult. The nature of the format allowed participants maximum opportunity to. identify and achieve personal learning goals. Evaluation procedures were designed to test the hypothesis that older adults respond meaningfully to programs designed to meet their needs rather than the educator's preconceptions. Results of the study indicate successful achievement of the goals of the project and an expanded level of psychosocial functioning of the older adults.     

Corrigendum

We present contemporary, historical, and literary evidence of civic learning and action in senior citizens’ lives and suggest a framework for understanding seniors’ various levels of involvement in civic activities. A seven‐stage civic involvement continuum emerged from real interviews with living older adults and simulated interviews with fictional and historical older adults. The continuum began with the fulfillment of basic needs through volunteering and ended with becoming an advocate of a specific cause. Implications for adult education practice are suggested.     

Investigating older adults’ intention to learn health knowledge on social media

ABSTRACT

Abundant health knowledge resources are available on social media to facilitate technology-enhanced knowledge learning among older adults. The objective of this study is to investigate the predictors and the underlying formation mechanism of older adults’ intention to learn health knowledge on social media. We propose a novel model to examine how older adults’ emotional state (i.e., health anxiety) and cognitive state (i.e., e-health literacy) during knowledge acquisition influence threat appraisal (i.e. perceived severity and perceived susceptibility) and coping appraisal (i.e. self-efficacy and perceived benefits), thereby shaping older adults’ intention to learn health knowledge. Survey data from 337 Chinese older adult users of social media was collected to test the research model. Results reveal that perceived susceptibility, self-efficacy and perceived benefits exert positive effects on older adults’ health knowledge learning intention, while the impact of perceived severity on health knowledge learning intention is not statistically significant; health anxiety is positively correlated with perceived severity and perceived susceptibility, and e-health literacy is a powerful predictor of self-efficacy and perceived benefits. This paper enriches the literature related to technology-enhanced knowledge learning and online health behavior among older adults. Effective strategies are proposed based on the findings for practitioners dedicated to promoting health knowledge via social media and older adults who apply health knowledge to address health-related needs.     

OLDER ADULT LEARNING: INSTRUMENTAL AND EXPRESSIVE CATEGORIES

This article examines older adult preferences for instrumental vs. expressive learning activities. Course title selections and actual learning activity information were analyzed. Interviews with 256 Nebraskans, 55 or older, (average age was 68.11) were obtained. Hypotheses and results were (a) predicted preference for instrumental learning was supported; (b) greater preference for instrumental learning by blue‐collar workers and the less educated received partial support as no differences existed for the occupational category but individuals without college degrees preferred instrumental courses; and (c) predicted differences in learning activity received partial support as younger people, white‐collar workers, college graduates, nonwhites, and married people were more involved with instrumental learning. It was concluded that more instrumental learning opportunities must be made available to older people.     

MOTIVATIONS FOR LEARNING AMONG OLDER ADULTS IN A LEARNING IN RETIREMENT INSTITUTE

As the population of older adults increases, the field of adult education needs to respond accordingly. The study reported in this paper examined motivations for learning among older adults actively engaged in formal lifelong learning. One hundred eighty-nine members of a Learning in Retirement institute were surveyed using Boshier's Education Participation Scale. Cognitive interest appeared to be the strongest motivator for learning. Social contact was the second most influential motivator. The findings of this study are consistent with, and add to, our knowledge derived from previous studies pertaining to the participation of older adults in formal learning. Recommendations for future research on older adult learning in different settings are presented.     

A distinctive theory of teaching and learning for older learners: why and why not?

In the wake of the world’s fast-growing ageing populations and the increasing recognition of the benefits of later life learning towards successful ageing, opportunities for elders and senior persons to engage in learning have proliferated, resulting in an array of programmes and activities being planned and organized by governments, universities, schools, non-government organizations and even hospices in many parts of the world, particularly in developed regions and economies where the opportunities and challenges brought forth by an ageing populace are more pronounced. Amidst the rising importance of elder learning and the increasing provision of learning opportunities for older adults, attention is drawn to the differences in the teaching and learning of this particular group of learners, who are experiencing significant social and psychological transitions in addition to personal changes in senior adulthood. Yet, does the mere fact that they are different from other learners, such as children and younger adults, merit a distinctive theory of teaching and learning for this unique group of older learners? The aim of this paper is to present arguments for and against such a proposition on the grounds of pedagogical principles, needs and motivations as well as difficulties and barriers, pertinent to the learning and teaching of older learners as they advance into a later stage of the lifecycle. Also, suggestions are offered regarding the approach, methods and strategies to be used for the facilitation of learning and the planning and organization of learning opportunities, be they formal, non-formal, or informal, which are appropriate for older learners.     

Perceptions of peer-led learning among older adults in a community-based aquatic exercise program

While aquatic exercises have been considered one of the most appropriate learning activities for older adult learners because they are safe and beneficial for health, limited evidence exists regarding how older adult learners perceive their learning environment and different learning strategies. Thus, our research explored older adults’ perceptions of peer-led aquatics classes. We interviewed 19 individuals who participated in aquatics exercise courses in a community recreation center in order to answer the following research questions: (a) How do older adults perceive a peer-led aquatics class? (b) How do older adult learners describe their interaction with their instructor and other learners in their learning environment? Using constant comparative analysis, we identified the participants’ perceptions of peer-led learning with regard to their perceived relationships in class, optimistic views on the peer-led learning concept, mixed and neutral attitudes, and professionalism of teaching. From our findings, we discussed empathic relationships, mixed perspectives derived from learners’ physical condition and personal value, and a lack of peer instructor training programs, especially in a senior fitness field. Findings have implications for senior fitness instructors and educators of older adults.     

From learners to volunteers: A qualitative study of retirees’ transformative learning in Taiwan

ABSTRACT

In Taiwan, older adults over the age of 65 made up 12.51% of the population in 2015, causing the government to promote older adult education to help achieve active aging. As a result, more elderly people have attended learning activities and applied new skills to volunteering. The researcher conducted focus group interviews with 93 older adults from 13 service learning groups to illuminate this process of transforming from learner to volunteer. The findings are as follows. (a) The retirees and empty-nesters undergo discovery during the learning process in order to become learners. (b) These learners then become volunteers through the support from teachers and key persons, through the desire to share learning outcomes, and through answering the call to serve others. (c) The transformative learning rewarded the older adults with improved physical, spiritual, and mental health, as well as gratitude and a new sense of meaning in life.     

Third-Age Education in Canada and Japan: Attitudes Toward Aging and Participation in Learning

Lifelong learning is essential to participation in society, and presents important challenges for educational gerontology. This study compares Canadian and Japanese perspectives on (a) attitudes toward aging, (b) the learning needs of older adults, and (c) the role of centers of learning. Surveys were conducted of sample populations in two elder colleges in Japan (N = 419, 753; mean age 66.4,70.5) and two senior centers in Canada (N = 122; mean age 75.0). Results suggest Canadian respondents have more positive attitudes toward aging; Japanese respondents have greater needs for social/communicative learning; and Canadians have a greater need for traditional learning. Future implications for older-adult education and research are discussed.     

Motivation to Learn Among Older Adults in Taiwan

This study analyzed the survey on adults administered by the Ministry of Education in Taiwan in 2008, and logistic regression analysis showed a close relationship between learning motivations of older adults. The finding revealed that the higher age or the lower education attainment of older adults, the lower their learning motivation. The investigation of environmental factors showed that developing a comprehensive learning model boosts the participation of older adults. The study considered both individual and environmental factors, and it found being relatively young, female, and lonely had higher learning motivation. Also, the learning styles involving group activities and online learning stimulated the learning motivation of older adults.     

Learning in Later Life: What Seniors Want in a Learning Experience

By designing effective learning opportunities for older adults, educators can make a positive contribution to the problem of a “graying America.” Because older adults themselves may offer important insights on what helps and hinders their learning, this qualitative study explored the perceptions of 36 older learners on effective and ineffective learning experiences. The following are the main findings that emerged from the data: (a) effective learning experiences are involving, (b) the instructor is a key component in the classroom, and (c) familiar or relevant topics are interesting. Recommendations for designing, marketing, and delivering quality learning experiences for older adults are discussed.     

Senior technology exploration,learning, and acceptance (STELA) model: from exploration to use – a longitudinal randomized controlled trial

ABSTRACT

The purpose of this study is to examine the process from technology exploration to acceptance for older adults. A senior technology exploration, learning, and acceptance (STELA) model is proposed to examine the technology exploration and learning process. Adopting a new technology can pose challenges with increasing age. In order to help older adults use new technologies so they can be included in many important resources and support that are routinely accessed online, it is essential to understand factors affecting their technology adoption, and what the learning and adoption processes are like. This study employs four waves of data from a randomized controlled trial computer training intervention with 195 older adults (65 and older) in 19 different assisted and independent living communities (AICs). The results show the moderating effect of technology training and support for the relationship of exploring a technology and perceived difficulties of learning. These results suggest that training programs that are specially designed for older adults and continued support are needed to help older adults explore technologies and facilitate their learning process.