Environments for Lifelong Learning in Senior Centers

Eaton, Jacqueline; Salari, Sonia

doi:10.1080/03601270590928189

Cited by 34 publications

(31 citation statements)

References 3 publications

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“…Biggest barriers found were related to physical conditions (reduced mobility, degenerating sight and hearing) and cognition (memory deficit, learning difficulties, and concentration). Elderly people in this study did not identify social learning needs as particularly important, neither support from friends and family, unlike in the study by Eaton and Salari (2005).…”

Section: Motivation For Learning Ictcontrasting

confidence: 82%

“…There needs to be a real, perceived benefit for the use relative to the needs and interests of elderly people; a centrality of sociability (maintain social networks and communicate with family and friends) is also often mentioned in the literature (Eaton & Salari, 2005;Karavidas, Lim, & Katsikas, 2005;Morris et al, 2007;Rogers et al, 2004).…”

Section: Motivation For Learning Ictmentioning

confidence: 95%

“…These include Internet: information search about hobbies and local issues, e-mail, entertainment, and Internet transactions (Morris et al, 2007;Willis, 2006;Eaton & Salari, 2005;Karavidas et al, 2005). According to latest statistics, about 80% of older Internet users aged 50-75 years old in Finland use Internet for e-mailing, information search, and net banking (Statistics Finland, 2008).…”

Section: Motivation For Learning Ictmentioning

confidence: 98%

“…The attitude of elderly people toward computers and Internet is generally positive -unlike general false perception (Czaja & Lee, 2007;Eaton & Salari, 2005;Li & Perkins, 2007;Morris, 1992;Rogers & Fisk, 2006;Xie, 2007). The actualization of the learning needs and possible benefits is, perhaps, as Lawton (1998) put: "to mobilize technology to enhance both fun and function of older people."…”

Section: Introductionmentioning

confidence: 94%

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Practices in Old Age ICT Education

Naumanen

Tukiainen

2009

Learning and Instruction in the Digital Age

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Lifelong learning as an individual activity that spans over one's life is not a reality yet, despite the general guides of educational policy. Especially the elderly, those over 65 years, are in danger of lagging behind. The solid trust in one's own activity and learning skills is required, besides, many aged today lack the learning culture (Tikkanen, 2003, Gerontologia, Helsinki: Duodecim). In step with an increasing elderly population, more attention needs to be paid on proper old age education technology, pedagogy, motivation, and needs. This chapter presents the experience gained from guiding elderly into the use of computers and Internet from three contexts. In addition, the chapter presents principles from literature on old age education based on cognitive aging (compensating and supporting the deficiencies and strengths) not forgetting the impact of empowerment by current ICTs in the life of elderly people. First, directing computer clubs for the elderly is demonstrated based on a WWW-questionnaire, as well as observations made during years 2007-2008 in Pieksämäki, Finland, and from Seniors' Club. Second, we show experiences from courses and home teaching for elderly. Finally, we discuss these forms of learning in two models: Chaffin-Harlow model of cognitive learning (Chaffin & Harlow, 2005, Educational Gerontology) and TUP-model for the contextual factors (Bednarik, Gerdt, Miraftabi, & Tukiainen, 2004, Proceedings of the ICALT 2004, that is to say from the learner's vantage point and that of the real-world context where learning takes place. The results show that the learning program for the elderly is strongly facilitated by peer support which is experienced during informal club-based activities, as well as having a jointly planned content which is tailored to their needs, motivation, and ability.M. Naumanen (B)

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Section: Motivation For Learning Ictcontrasting

confidence: 82%

Section: Motivation For Learning Ictmentioning

confidence: 95%

Section: Motivation For Learning Ictmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 94%

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Practices in Old Age ICT Education

Naumanen

Tukiainen

2009

Learning and Instruction in the Digital Age

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“…Regular activity offers an opportunity to extend years of active independent living [2]. Promotion of physical activity is a major concern for promote attendee benefits and vary considerably in their ability to foster behavioral change [29,30]. Although SCs serve all people aged 60 years or over, SC participants are older, more likely to be rural, to have more social contacts, experience better mental health, and have fewer dependencies in activity of daily living [31].…”

Section: Introductionmentioning

confidence: 99%

Increased physical activity, physician recommendation, and senior center participation

Swan¹,

Turner²,

Shashidhara³

et al. 2013

Health

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Physical activity is a recognized preventive health measure for seniors and an important focus for senior centers. This paper employs the Andersen Behavioral Model to explore increased physical activity and participation in three types of senior center activities: physical fitness, dance/aerobic classes, and chair exercises. Data were collected in 2006 on 798 and in 2007 on 742 participants at 21 multipurpose senior centers in a large urban county. Logistic regression analysis (PROC RLOGIST in SAS-callable SUDAAN) was employed to predict increased physical activity, with modes of center participation in physical activity as mediating factors. Predisposing and enabling factors predicted both engaging in center-based exercise programs and increases in physical activity; but the strongest predictors of increases in physical activity were needed factors: physician recommendations to increase exercise and to lose weight. Implications are that both SCs and healthcare providers are important to promote physical activity in the older population.

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Cognitive and metacognitive, motivational, and resource considerations for learning new skills across the lifespan

Sheffler

Rodríguez

Cheung

et al. 2021

WIRES Cognitive Science

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Across the lifespan, learners have to tackle the challenges of learning new skills. These skills can range from abilities needed for survival, such as learning languages, learning to walk during infancy, and learning new software for a job in adulthood, to abilities related to leisure and hobbies. As the learner progresses through novice to expert stages, there are cognitive and metacognitive, motivational, and resource considerations for learning new skills. In terms of cognitive considerations, fluid and crystallized abilities as well as executive functions interact to help the learner process and retain information related to the skills. In terms of metacognitive considerations, knowing what to learn and how to learn are important for novel skill learning. In terms of motivational considerations, changes in individuals' intrinsic and extrinsic motivation throughout the lifespan impact their pursuit of novel skill learning, and declines in motivation can be buffered through the cultivation of grit, growth mindset, self-efficacy, and other personal factors. In terms of resource considerations, there are many tools that learners can use to acquire new skills, but allocation and availability of these resources differ based on life stage and socioeconomic status. Taken together, these considerations may provide learners with the best chance at acquiring new skills across the lifespan. Further research investigating these three factors, particularly among older adult learners, and their interactive effects could help increase our understanding of their impacts on skill learning and inform future cognitive interventions that can be tailored to learners' unique needs.

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Environments for Lifelong Learning in Senior Centers

Cited by 34 publications

References 3 publications

Practices in Old Age ICT Education

Practices in Old Age ICT Education

Increased physical activity, physician recommendation, and senior center participation

Cognitive and metacognitive, motivational, and resource considerations for learning new skills across the lifespan

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