Promoting intergenerational learning in higher education: older adult perspectives on course auditing

Dauenhauer, Jason; Heffernan, Kristin; Cesnales, Nicole I.

doi:10.1080/03601277.2018.1555358

Cited by 13 publications

(17 citation statements)

References 14 publications

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“…The first theme was engagement. In a study held in the United States by Dauenhauer, Heffernan, and Cesnales [ 10 ], engagement occurs during learning using technology within small and large group discussions and also when older adult learners collaborate with younger learners in course assignments. Engagement in learning promotes social relationships between the learners and exchanges of knowledge; in another study by Olivares-Cuhat (2018), the implementation of methods, such as online quizzes; tutorials, blogs, wikis, chats, and instant messages and the use of interactive lessons.…”

Section: Resultsmentioning

confidence: 99%

“…Dove and Astell [ 11 ] conducted a study focusing on older adult learners with dementia or MCI using motion-based technology in a group setting. Cooperation among all learners occurred within small and large group discussions and they were also able to exchange knowledge [ 10 ]. Several scholars, for instance, Blažič and Blažič [ 5 ] and Seah et al [ 37 ], have emphasised that learning in a gameplay environment establishes communication and encourages cooperation between all learners.…”

Section: Resultsmentioning

confidence: 99%

“…Therefore, learning with the assistance of family members or grandchildren helps older people considerably in gaining an interest and confidence in the use of digital technologies [ 22 ]. It might also allow the exchange of insights across generations [ 10 ].…”

Section: Resultsmentioning

confidence: 99%

“…The first sub-theme is experience-based learning. Older adult learners enjoyed learning by sharing their experiences and opinions [ 8 , 10 ]. They prefer an experience-based learning approach in an active environment, for instance, using an online learning platform, so that they can share their life experiences, opinions, and expectations with different generations of learners [ 10 , 17 , 34 , 44 ].…”

Section: Resultsmentioning

confidence: 99%

“…They should be encouraged to learn using mobile phones. To add interest, an in-person training session [ 8 ] could be held outside the classroom setting, for instance, in a library, fitness centre, or dining hall/cafe [ 10 ].…”

Section: Resultsmentioning

confidence: 99%

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Effectiveness of Instructional Strategies Designed for Older Adults in Learning Digital Technologies: A Systematic Literature Review

et al. 2022

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An ageing population is a universal phenomenon experienced worldwide. In parallel with these demographic changes, a significant breakthrough in digital devices has also influenced this digital age. Designing instructional strategies to promote meaningful learning among older adult learners has been a long-standing challenge. To enhance older adults’ life-long learning experiences, implementing instructional strategies in the process through which such adults learn can help to improve effective learning. Despite significant calls for research in this area, there is still insufficient research that systematically reviews the existing literature on older adult learning needs and preferences. Hence, in the present article, a systematic literature review was conducted of the effectiveness of instructional strategies designed for older adult learners through the use of digital technologies. The review was guided by the publication standard, which is ROSES (Reporting Standard for Systematic Evidence Syntheses). This study involves articles selected from two established databases, Web of Science and Scopus. Data from the articles were then analysed using the thematic analysis, which resulted in six main themes: (1) collaborative learning; (2) informal learning setting; (3) teaching aids; (4) pertinence; (5) lesson design; and (6) obtaining and providing feedback. The six main themes produced a further 15 sub-themes. The results from this study make significant contributions in the areas of instructional design and gerontology. The findings from this study highlight several important strategies of teaching digital technology, particularly for older adults, as follows: (1) to enhance instructional design use in teaching digital technology based on the needs and preferences of older adult learners; and (2) to highlight the factors for, and impact of, learning digital technologies among older adults.

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Section: Resultsmentioning

confidence: 99%