Enhancing older adult access to lifelong learning institutes through technology-based instruction: A brief report

R. Jack Hansen, Craig A. Talmage, Steven P. Thaxton, Richard Knopf

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

The number of lifelong learning institutes serving older adults in the U.S. has increased in the last few decades. To date, these institutes have functioned primarily in traditional, in-person classroom, and seminar formats; however, technology-enhanced methods may help provide greater access to high-quality lifelong learning experiences. This research note reports the results of a cross-institutional survey of Osher Lifelong Learning Network participants. The survey participants’ high levels of computer utilization and experience with modern distance education capabilities opens the possibility that Technology-Based Instruction (TBI) can augment or supplement in-person lifelong learning experiences. Specifically, TBI may be effective in expanding access for older adults who have mobility or other health limitations, as well as those who live far from the location of any such program. Example approaches are suggested for developing blended, hybrid in-person, and online lifelong learning environments, which may offer enriching intellectual engagement and meaningful socialization.

Original languageEnglish (US)
JournalGerontology and Geriatrics Education
DOIs
StatePublished - Jan 1 2019

Keywords

  • Adult education
  • age friendliness
  • aging
  • educational research
  • third age

ASJC Scopus subject areas

  • Education
  • Geriatrics and Gerontology

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