We Can Do This Thing Together: Intergenerational Learning and Academic Motivation among Community College Students

Abstract

This qualitative study examines how intergenerational learning contributed to academic motivation among students of different ages in the Florida College System, the state's community college system. The data for this study included 166 semi-structured focus groups with 375 students collected during site visits to 21 state colleges over a five-year period. This study considers both familial intergenerational learning, in which members of different generations in the same family learn from one another, and extrafamilial intergenerational learning, in which members of different generations not in the same family learn from one another. Overall, familial intergenerational learning was a more prominent theme than extrafamilial intergenerational learning. Both familial and extrafamilial intergenerational learning included three similar patterns: 1) older to younger learning, 2) younger to older learning, and 3) reciprocal learning, but familial intergenerational learning also included a fourth pattern of indirect intergenerational learning that is not reflected in extrafamilial intergenerational learning. Recommendations for practice are also provided including formalizing some of the informal forms of intergenerational learning that we highlight in our data.

Emotional Competencies of Preschool Teachers as Predictors of Intergenerational Learning in Kindergarten

“…Just as the construct of preschool teachers' emotional competencies occupies an increasingly significant place in the wide spectrum of preschool teachers' competencies [12], Lepičnik Vodopivec & Šindić [13] also observe in contemporary research a tendency to think about preschool teachers' competencies related to intergenerational learning and cooperation. Intergenerational learning is a joint process of exchanging knowledge, experience, perception, understanding, skills, competencies and perception of life, lifestyles, goals and values between people of different ages, in which all actors have the opportunity to achieve personal well-being, which can be realized within the framework of the formal educational process [14], work organizations [15], and beyond [16], as well as in numerous other places where opportunities for interaction are provided -in contact zones [17]. Studies show that the local community benefits from intergenerational learning [18], [19], [20], strengthening community cohesion [21], which can also be reflected in the wider national context [22].…”

Intergenerational learning and cooperation: A perspective of preschool teachers

“…Intergenerational learning, as a mutual process of knowledge exchange between members of different generations (Gerpott et al, 2017) allows combining, complementing and constructing knowledge, wisdom, skills, competencies, attitudes, norms and values between generations (Brower et al, 2021;Kaplan et al, 2020;Sprinkle & Urick, 2018). Due to modern social tendencies, results of scientific research and scientific knowledge, the beneficial effect of intergenerational learning and cooperation is recognized for all participants individually, and for progress, community cohesiveness, and acquisition of community social capital (Alonso et al, 2020;Del Gobbo et al, 2017;Gallagher & Fitzpatrick, 2018;Kump & Jelenc Krašovec, 2014;Kuyken et al, 2018;Sprinkle & Urick, 2018).…”

Intergenerational Learning and Its Impact on the Improvement of Educational Processes

“…However, empirical evidence supports, on the one hand, the idea that intergenerational learning in this area can enrich the educational experience, promote empathy and prepare students for a diverse society. Thus, its positive impact on academic motivation at the student level in the Florida College System has been noted [27]; in enhancing functional solidarity developed through interculturally supportive learning experiences between older people and young immigrants in a community project on ICT use in Sweden [28]; the effectiveness of a learning unit in a Hong Kong University, at an intergenerational level, especially from the mixed spatial distribution of the classroom, which allows for greater interaction between elders and young people and the possibility of increasing further enrichment [29]; the possibility of addressing issues of inequality and diversity in the classroom [30].…”