Participation in Lifelong Learning Institutes: What Turns Members On?

Motivations for older adults’ participation in distance education: A study at the National Open University of Taiwan

“…The lowest motivator based on overall mean values was escape and social contact, which yielded a mean score of 1.14 (SD = .63). The study added further support to the conclusions of previous research on older adults' participation in education programs: that they were more influenced by the cognitive-related factor than by any other factors (Boshier and Riddle 1978;Bynum and Seaman 1993, Furst and Steele 1986, Kim and Merriam 2004, Lamb and Brady 2005, Scala 1996, Swindell 2000, 2002, Swindell and Vassella 1999.…”

“…Results from these studies (Adair and Mowesian 1993, Little 1995, Laanan 2003, Martin 2003, Lamb and Brady 2005 generally do not contradict the quantitative studies cited, but rather expand and elaborate upon them. The recurring themes of intellectual stimulation, socialization, and self-esteem were the strongest motivations for older adults when searching for learning opportunities.…”

“…It is well-documented that the greater proportion of older adults participating in learning activities is female, married, well-educated and better off financially than non-participants (Bynum and Seaman 1993, Manheimer et al 1995, Scala 1996, Lamdin and Fugate 1997, Swindell 2000, 2002, Martin 2003, Kim and Merriam 2004, Lamb and Brady 2005. It is frequently suggested that the best predictor of whether an adult is likely to take part in adult education is his/her level of formal education.…”

“…Although what motivates older adults to participate in learning activities has gained much attention in the field of adult education in recent years, most of the scholarly interest has focused learning in residential settings such as Elderhostel programs (O'Connell 1990), learning in retirement institutes (Bynum and Seaman 1993, Martin 2003, Kim and Merriam 2004, Lamb and Brady 2005, University of the Third Age (Gaskell 1999, Williamson 2000, Yenerall 2003, formal higher education institutes (Furst and Steele 1986, Little 1995, Scala 1996, Laanan 2003, and senior centers. The most frequently used model to study the structural foundations of participation motivation in general is the Education Participation Scale (EPS) (Boshier 1971, 1991, Boshier and Collins 1983.…”

Efectos del programa educativo GERO-HEALTH sobre el nivel de interiorización de conocimientos de prevención y promoción de la salud en personas mayores

“…Se ha sugerido que los programas de promoción de la salud mejoran la calidad de vida y el desarrollo social, proporcionando oportunidades para el crecimiento personal de la autoestima, satisfacción vital e incluso, participación grupal (Fernández, 2003;Jarrot & Bruno, 2007;Lamb & Brady, 2005;Rey, Canales & Táboas, 2011).…”