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.
This article examines the relationship between the participation of older adult learners in educational activities and successful aging. In partnership with seniors’ organizations, focus-group interviews were conducted on seniors’ involvement in learning and their perceptions of its influence on successful aging. Successful aging is defined in terms of health, life satisfaction and happiness, and physical and cognitive functioning (Menec, 2003). The study was exploratory, but the results suggest that participation in educational activities has positive effects on successful aging and potentially contributes to both physical and psychological well-being. Connections are also made to activity-theory studies (Menec, 2003), lifespan theory (Baltes, 1997; Heckhausen & Schulz, 1995), and adult education studies on older adults (AARP Survey on Lifelong Learning, 2000; Thompson & Foth, 2002; Withnall, 2002). The authors conclude by suggesting a framework for thinking about older adults’ participation in learning activities and successful aging.
Representatives from Manitoba seniors’ organizations and the University of Manitoba collaborated on a proposal to examine the participation of older adults in learning activities. The initiative led to a series of studies on this theme, including an exploration of participation at a seniors’ centre (Sloane-Seale & Kops, 2004), a comparison of participants and non-participants at three selected urban seniors’ centres (Sloane-Seale & Kops, 2007), and an analysis of participation at several urban and rural seniors’ centres, as well as participants’ perceptions of the characteristics of successful aging (Sloane-Seale & Kops, 2008). Building on these previous studies, the study described in this article examined the participation of older adults in Manitoba and how it links to successful aging. Key statistics relating to older adults’ participation, types of educational activities, learning in later life, and characteristics of successful aging were collected. The results suggest that such participation leads to a more inclusive and comprehensive understanding of successful aging; that educational activities positively influence mental and physical activity, which in turn result in more positive health and well- being; and that spirituality and life planning, including a positive sense of self, a focus on personal renewal and growth, a connection to the broader community, and setting life goals, contribute to successful aging. In light of Canada’s aging population, these findings have implications for educational gerontology, lifelong learning, and continuing education practice and research.
Change has been a prominent theme in adult and continuing education in recent years. Among the recommended responses for continuing higher education are rapid adjustment, adaption, and accountability to ensure our continuing survival as an institution. This paper suggests that there are other changes of a more subtle nature that need to be considered. By paying attention to these more subtle signals of change in our society and by considering their relationship to continuing education, we may reshape our thinking, recreate our organizations, and redefine the way we work, both inside and outside the university. Paying attention to the subtle signals does not mean giving up what we are doing or ignoring our present difficulties. Rather, it means that we find ways to respond to and incorporate these varied influences and messages into a broader "vision-logic" or wider integrated rationality. While the response may differ among CE units, what is important is that we begin to attend to the subtle signals that may be ushering in a personal and social transformation.
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