scholarly journals Creative Retirement: Survey of Older Adults' Educational Interests and Motivations

2013 ◽  
Vol 30 (2) ◽  
Author(s):  
Atlanta Sloane-Seale ◽  
Bill Kops
Keyword(s):  
Older Adults ◽  
Adult Learners ◽  
Continuing Education ◽  
Older Adult ◽  
Barriers To Learning ◽  
Select Group ◽  
University Continuing Education ◽  
Continued Learning ◽  
The University ◽  
Older Adult Learners

The University of Manitoba's Continuing Education Division (CED) and Creative Retirement Manitoba (CRM) formed a partnership to promote applied research on lifelong learning and older adults, to develop new and to complement existing educational activities, and to explore new program models and instructional methods to meet the educational needs of older adult learners. A survey, the first in a larger research project of this partnership, was undertaken to identify the learning interests and motivations of a select group of active older adults who participate in CRM's activities. The results indicate that these learnersprefer to learn only for interest, in non-educational settings or on their own;are interested, motivated, and physically and financially capable;confront situational and institutional barriers to learning; andconsider learning important to their lifestyle.These findings are consistent with the notion that an active lifestyle, including continued learning, may lead to improved quality of life, and better health and wellness for older adults. University continuing education (UCE) has a role to play in developing and supporting learning opportunities and programs for older adult learners, albeit a measured one.

scholarly journals ENGAGING OLDER ADULT LEARNERS AS HEALTH RESEARCHERS: PROGRAM OVERVIEW

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S404-S404
Author(s):  
Silvia Sörensen ◽  
Sandhya R Seshadri ◽  
Joyce Duckles
Keyword(s):  
Older Adults ◽  
Adult Learners ◽  
Older Adult ◽  
Quantitative Research ◽  
Diabetes Management ◽  
Management Program ◽  
Mentorship Program ◽  
Community Stakeholders ◽  
Diabetes Management Program ◽  
Older Adult Learners

Abstract Studies of aging rarely include the older adults themselves in the process of conceptualizing questions, implementing the research, and evaluating the results. To provide opportunities for community members to become engaged in research, researchers and community stakeholders developed “Engaging Older Adult Learners as Health Researchers (ENGOAL).” This program educates older adults from underserved and underresourced communities about geriatric health and research methods, enabling them to become Research Partners. Two cohorts of African-American seniors (N=21) aged 53-79 have participated or are currently participating in six months of weekly classes followed by 4-6 months of research apprenticeships. Content and structure of classes (covering qualitative and quantitative research approaches and language, salient health themes, and developing a research proposal) will be described. Challenges and successes in providing research apprenticeships (interviewing for a study on vision, reviewing recruitment materials, evaluating a mentorship program, and testing a diabetes management program) will be discussed.

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

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 547-547
Author(s):  
Margaret Manoogian
Keyword(s):  
Older Adults ◽  
Adult Learners ◽  
Older Adult ◽  
Career Decision ◽  
Community Resources ◽  
College Courses ◽  
Career Decision Making ◽  
Community Activities ◽  
Life Long Learning ◽  
Older Adult Learners

Abstract 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.

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

2021 ◽  
Vol 18 (17) ◽  
pp. 9232
Author(s):  
Ilseon Choi ◽  
Sung Ran Cho
Keyword(s):  
Older Adults ◽  
Data Analysis ◽  
Adult Learners ◽  
Lifelong Learning ◽  
Older Adult ◽  
Active Aging ◽  
Structured Interviews ◽  
Adult Participation ◽  
Older Adult Learners

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.

scholarly journals 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)

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 553-553
Author(s):  
Skye Leedahl
Keyword(s):  
Higher Education ◽  
Older Adults ◽  
Adult Learners ◽  
Service Learning ◽  
Interest Groups ◽  
Older Adult ◽  
Retirement Community ◽  
Student Experiences ◽  
Intergenerational Learning ◽  
Older Adult Learners

Abstract 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.

Applied sciences continuing education at Simon Fraser

1987 ◽  
Vol 1 (2) ◽  
pp. 141-143
Author(s):  
Donald A. George ◽  
June R. Landsburg
Keyword(s):  
Applied Sciences ◽  
Continuing Education ◽  
Collaborative Work ◽  
Management Program ◽  
Academic Departments ◽  
Engineering Science ◽  
New Faculty ◽  
University Continuing Education ◽  
The University ◽  
Simon Fraser University

At Simon Fraser University, continuing education activities are developed and administered by the division of Continuing Studies working in association with the university's academic departments. The Applied Sciences Program, a Continuing Studies unit, was formed in early 1986 to parallel the new Faculty of Applied Sciences established in 1985 in a major reorganization of the University. This faculty is composed of the Schools of Computing Science, Kinesiology and Engineering Science plus the Department of Communication and the Natural Resources Management Program. The article focuses on the School of Engineering Science and their collaborative work with industry in continuing education.

scholarly journals About Us: Reflection and Dialogue on the Purpose of University Continuing Education in Canada

2013 ◽  
Vol 34 (1) ◽  
Author(s):  
Lois Gander
Keyword(s):  
Continuing Education ◽  
Reference Point ◽  
University Of Alberta ◽  
Legal Studies ◽  
Full Circle ◽  
University Continuing Education ◽  
The University

This article is a response to Scott McLean’s (2007) CJUCE Forum article “About Us,” which set out the claims that university continuing education (UCE) units make about themselves on their websites. Using the activities of the Legal Studies Program of the Faculty of Extension at the University of Alberta as a reference point, this article suggests that the activities of UCE units may not be as bland as their purpose statements suggest. The ability of those statements to represent the visions of UCE units is questioned, as is the adequacy of the processes by which such statements are generated. In doing so, the author exposes the need to catalogue what UCE units are actually doing and reflect on why we seem to need to downplay some of those activities. The article concludes with the suggestion that in presenting a synthesis of the units’ purpose statements, McLean takes UCE units full circle to the debate he set to the side: What should UCE units do?

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