A 'selection' of learning opportunities available to older adults was developed and analyzed to determine the degree of congruence between learning preferences as expressed by older adults and what actually exists. Despite this support for the importance of continued learning in later life, to date there has been very little research examining the learning experiences and needs of older adults in Canada.
Methodology
Six residents of the Extendicare Kingston (Eastern Ontario) long-term care home participated in the final focus group. Through these efforts, we were able to get a sense of the opportunities available to older adults in Ontario.
Results
A general introduction to the scope of the project and its objectives was provided to each interviewee. The first question that was asked to the participants in the questionnaire was: "What does learning mean to you?".
Learning is a highly valued activity by many of these respondents
The percentages of participants responding to each of the quantitative questions are shown in Appendix A4. Cohen's Kappa coefficient was calculated as a measure of the level of agreement between the two coders.
The ability and desire to learn does not diminish with age
Learning opportunities are in every day living, not just in formal settings
Learning is a means to improving one’s quality of life
Learning means keeping one’s mind active and reducing the cognitive effects of aging
Learning allows older adults to keep up with various aspects of the world around them such as grandchildren, technology and politics
Learning allows acquisition of knowledge and personal growth
Learning is a means to providing and enhancing social interactions
Characteristics of learning opportunities will be examined from the perspective of the learning interests expressed by the sample of Ontario older adults who completed the questionnaire. The following tables demonstrate the frequency of topics of interest for each of the community-based agencies.
K., GTLLI
- Common Themes
- Limitations
- Implications/Recommendations for Research, Learning and Policy
- Conclusions
- References
Some had only one page on a larger organization's website (eg, a senior center within a city's parks and recreation site); others were very complex with many links (eg the provincial seniors organisations). Related to #e., it appears that the learning needs of older adults are better met if they have ownership over the 'content' and/or if they themselves can remove the barriers to learning (as was the case with two individuals who participated) in the low-vision focus group.
Appendix A Questionnaire
Whether it's user-friendly product design, improving accessibility, or helping seniors with technology, SERC's goal is to be a leader in transforming research into practical solutions—“from the lab to life”TM. Through our latest research initiative, funded by the Canadian Council for Learning, we're trying to understand everything we can about how, what, where, when and why seniors learn. Based on the information provided by older adults in Ontario, we will develop recommendations on how to respond to the various learning needs and interests that emerge from this study.
If you prefer, the questionnaire can also be completed online at http://serc.sheridaninstitute.ca. If you have friends or family members who would like to contribute to this project by responding to the questionnaire, we would be happy to send them a questionnaire.
A Understanding the Learning Needs and Interests of Ontario’s Older Adults
The Sheridan Institute's home page included a link to a PDF version of the promotional flyer and a link to a press release. A PDF version of the questionnaire and a PDF of the promotional flyer were attached to the e-mail. March 22, 2007: During a presentation to 21 participants at a knowledge exchange roundtable sponsored by the CCL Adult Learning Knowledge Center (ALKC): Focal Point on Senior's Learning: A Compass to Guide Us; the SERK research group summarized the research process so far and encouraged the participants to promote the questionnaire in their organizations.
12, 2007: Loren Coe of the Ontario Seniors Secretariat (OSS) sent a PDF version of the questionnaire and a promotional flyer to the OSS Liaison. A sympathetic listening to the problems of the elderly and tries to solve them or help them understand. It is so important to know what is going on around you as well as the rest of the world for as long as you are able to.
He tries to keep up with the changing world; on the progress achieved; new terminology. Ability to understand the practical aspect of a topic.. be open to thinking about other points of view. It opens up the rest of the world to me and helps me grow as a person.
Learning means gaining knowledge and understanding of the things that surround us in our everyday life.
Appendix B Focus Groups
What do you think should be considered when planning learning opportunities for older adults? Transportation doesn't seem to be as much of a problem for this group as it has been with some others. You still want to be valuable members of society, don't want to be pushed aside because you can't do anything new.
Wanting to be able to make a difference, wanting people to know that I've been in this world and that's what I did. Sharpens your senses”, opportunity later in life when you don't need to learn to use the learning – “I'm much more aware”, noted a moose's lips moving. Apparently not everyone shares the interests of the people in this focus group or the desire to be included in the older adult population there.
So much material would have to be printed in large print or Braille, which too often just isn't available.” Allow yourself more time, it can take longer as you get older. Prefers to be with peers, especially for physical activities Helps to be shown what to do.
Appendix C Inventory
- Do you currently offer learning opportunities such as formal and/or informal classes, lectures, workshops, seminars?
- Which of the following types of learning opportunities do you offer?
- Do you currently offer learning opportunities that are specifically geared towards older adults?
- Does your agency keep information about the people who attend your programs?
- What time of day are all learning opportunities offered?
- Do you experience an increase in older learners during a particular time of year?
Do you currently offer learning opportunities that are specifically geared toward older adults? older adults?. Advertise in senior magazines Yes No Advertise in local newspaper Yes No Advertise on community TV station Yes No Curriculum areas are located on ground level Yes No We have an elevator for people attending programs on upper levels Yes No
Number of steps (if any) to enter the building Yes No The bathrooms are wheelchair accessible. We arrange/provide transport to and from programs Yes No We are accessible by public transport Yes No. Our printed materials take into account font size, contrast between text and background etc. Yes No.
This information will help us better understand older adults who participate in learning opportunities. Thus, there is considerable variation in the level of availability of learning opportunities for older adults offered by traditional institutions.
Appendix D
In order to give as much breadth and depth as possible to the study, interviews had to be conducted with people from agencies that were not part of the focus groups. Similar to #3, every effort was made to conduct the interviews in communities that were not represented in the focus group sample. What exists across Ontario, in both formal and informal learning settings, that address these needs and take into account specific demographic profiles and the different physical abilities of seniors.
What are the psychosocial and sociocultural barriers and motivators in the lives of seniors that influence who and how learning opportunities are accessed. How do successful formal and informal learning opportunities for seniors address and/or overcome these barriers. We are trying to understand what exists in different parts of Ontario in both formal and informal learning environments that meet these needs.
If not specifically mentioned, look for any special accessibility or space arrangements for older students (large print handouts, AV, ramps, etc.). Explore ways to include all older adults in design, font, materials, etc.
Appendix E
Knowledge Exchange
Presentation: CCL Adult Learning Knowledge Center (ALKC) National Symposium, Halifax, Nova Scotia, June 11, 2007 – Power Point presentation (saved as slides for this report). Oakville, Ontario ALKC National Symposium Halifax June 11, 2007 This study was funded by the Canadian Council on Learning. Make an inventory of a representative sample of both informal learning opportunities and formal (traditional) opportunities;
Develop provincial recommendations for effectively responding to the learning needs of older adults with suggestions for further research at the national level.
QUESTIONNAIRE
Barriers to New Learning
NEXT STEPS
Participants shared some ideas about how to increase access to the types of learning contexts that older adults said they were most likely to seek out when they wanted to learn something new. The need to make older adults aware of learning opportunities was identified as an important strategy for facilitating increased access to programs. Show the advantages of learning and encourage people to take the initiative [to participate] through the media.”
Offering a free “course preview” or “2 for 1” pricing has been suggested as a financial incentive; other incentives with financial implications ranged from free refreshments to providing free transportation to learning opportunities for seniors and back.” Use existing public institutions/organizations and businesses: Several people found the benefit of encouraging public and private institutions, organizations and businesses to offer programs that reflect the learning methods older people are most likely to choose. Create new learning opportunities for seniors: Ideas for new programs that facilitate access to learning methods that seniors have come out of the discussions.
This included creating peer-led "Seniors' Swaps" and "Salon"-style learning opportunities, where seniors can share diverse knowledge and interests using existing community institutions (eg, town hall). Create a membership concept that encourages seniors to be proud to be part of a learning organization: membership card, annual newsletter, etc.”.
Has there ever been a time recently when you wished you could have engaged in a learning activity but could not? If yes, please explain what, or who limited your access to
Mobile Learning: Participants considered strategies to bring learning opportunities to rural seniors in addition to strategies that would encourage rural seniors to participate in existing ones. Peer-led learning was suggested as a low-cost solution that appeared frequently, technology-based solutions such as asynchronous online programs, activities and chats were suggested, and solutions based on accessible design of the built environment were highlighted. These solutions included many of the strategies discussed around overcoming general barriers to seniors' learning, including cost-cutting measures, mobile learning options, and peer-to-peer training.
One of the expected outcomes of this study is to look beyond Ontario and provide recommendations for further Canadian study. I think the mixed methods approach you used this time is extremely powerful, and I commend you for keeping that aspect of the original proposal intact.” What are the psychosocial and sociocultural barriers and motivators that influence how learning resources are accessed? opportunities.
Learning occurs most often in the morning for this sample of older adults, compared to other times of the day, regardless of season. A quarter (25.9%) of the sample said they were currently engaged in formal classroom instruction, such as that provided at universities, community colleges, high schools, public libraries, and correspondence courses.
