LIFELONG LEARNING IN NIAGARA: IDENTIFYING THE EDUCATIONAL NEEDS OF A RETIREMENT COMMUNITY

The impact of increasing numbers of retirement communities throughout North America, and specifically the Canadian province of Ontario, has led to the examination of the educational needs of this community‐based, age‐segregated population. A needs assessment of retirees residents in Heritage Village, a retirement community located in the Niagara region of Ontario, was conducted to explore the specific educational interests of this particular population. In addition, the most suitable educational approaches, environments, and learning mediums of residents were examined. Five focus groups, each having approximately 6 participants, were conducted with residents. Groups were organized according to maturity (young or old), residential history (within or out of region), and marital status (married or single/windowed). Most participants were found to be interested in education for leisure and personal development, the latter specifically around health maintenance and quality of life. The educational approaches that were most comfortable with participants centered around adult learning theory. Because transportation was a problem for some participants, on‐site learning in the Heritage Village clubhouse was suggested by many. Experiential learning within a social environment, such as a field trip, was a popular medium discussed, whereas computer learning was seen as less attractive. What is clear is that residents understand their learning needs and delivery systems within the context of the larger retirement community with which they identify through affiliation. Strategies to appropriately plan and implement older adult educational programs specific to an elderly population living in a retirement community are discussed.