A review of research on the relationship between learning and health for older adults

Abstract

Previous studies have demonstrated that there is a positive relationship between learning activities and health in general and that learning has a positive impact on the psychological, mental and social aspects of health. Despite this, there are still unanswered questions about the relationship between and the concepts of health and learning. The aim of this review has been to map and synthesise research on the relationship between learning and health for older adults in organised or institutionalised education using a conceptual analysis model. The results demonstrate that intrinsic values like learning for its own sake and the joy of learning are emphasised. Moreover, individual factors of health are emphasised and several different concepts are used to explain health. In the final synthesis, four logics are identified concerning the relationship between learning and health: Learning as Quality of Life, Learning as Social Networks, Learning as a Means for Coping and Learning as a Means for Reducing Risk. In conclusion, there is a need for a more in-depth understanding of the ontological and epistemological grounds for learning and health in the field in order to strengthen the cumulative knowledge production about the relationship between older adults learning and health.

Experiences of intrinsic values in education for older adults: insights from a Swedish senior university

“…Narushima and colleagues (2013) state that: 'Older adults' motivations are an intricate blend of both intrinsic=expressive and extrinsic=instrumental aspects' (p. 582). However, in a research review on the relationship between learning and health for older adults, Schoultz et al (2020) argue that several aspects of older adults' education, including motivation, can be categorised as intrinsic values of education (e.g., Leung et al, 2006;Tam & Chui, 2016). The review further demonstrates that the intrinsic values of education are crucial for understanding older adults' learning.…”

“…Accordingly, several values of education can be considered as intrinsic (Schoultz et al, 2020); however, studies seldom take the intrinsic values of education as their starting points. The few articles that explicitly pinpoint the intrinsic aspects of learning and education have often used concepts such as motivation or needs.…”

“…However, participating in educational settings involves both knowledge and values, since the participants also experience the content of the education and its context. The complexities of learning processes are thus often overlooked (Schoultz et al, 2020), which indicates a need to further explore the meaning and importance of the intrinsic values of older adults' education. Dewey's theory of experience and his theory of values are here helpful as these theories shift our understanding of values from something psychological and individual to something relational, created in the continuous interplay between the individual and the environment.…”

“…From a pedagogical perspective, understanding how older adults experience and value their participation in post-work nonformal education and what the consequences are for educational practice is essential. A recently published research review exploring post-work education reveals that intrinsic values of education are emphasised as crucial for older adults' participation in education (Schoultz et al, 2020). The results of the review indicate that a majority of studies highlight intrinsic values of learning, such as the joy of learning and learning for its own sake, as important (see also McWilliams & Barrett, 2018;Sloane-Seale & Kops, 2010).…”

“…However, research on post-work education for older adults seldom considers intrinsic values of education as a point of departure, and few studies have been conducted on how these values are experienced by older adult learners in educational practice (Schoultz et al, 2020). Intrinsic qualities of education for older adults are thus at a risk of being overlooked if the research exclusively foregrounds instrumental justifications, like for example improved memory or mental alertness (Manheimer, 2008).…”