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1.
ABSTRACT

There is a need to better understand older people’s use, non-use, and learning of eHealth services in their everyday lives. This paper reports a case study of a phone and video conferencing service aimed at promoting the social connectedness and well-being of older people in the sparsely populated area of Finnish Lapland. The data were derived from qualitative semi-structured interviews of a service coordinator (n = 1), volunteers (n = 2), and service users (n = 2). The volunteers were 69 and 71 years old, and the service users were 88 and 89 years old. Service coordinator and volunteers described the service as a new and needed service for sparsely populated areas. It supports social interaction and well-being of older people. However, some users experienced inconvenience of the service and concern, such as negative feelings due to technical problems. Reported barriers relating to the learning and use of the service included negative perception of oneself as a technology user and cognitive and physical difficulties. Reported enablers included technical support and older people’s willingness and ability to practice and learn. eHealth services can be experienced as useful, especially by older people living in sparsely populated areas. However, inconvenience, concerns, and barriers were recognized as influencing older people’s willingness to use the service. Older people’s digital competence and distributed digital competencies within their network play important roles in learning to use and using an eHealth service. Digital competence also influences domestication of the technology.  相似文献   

2.
This article explores a particular expression of social activism by older Canadian women to consider its implications for later life learning. ‘Older women’, despite their heterogeneity, have tended to be pathologized as a part of the ‘problem’ of ageing and languishing welfare societies—i.e. stereotyped as passive recipients of welfare and healthcare services. Yet, they can also be seen as part of the ‘answer’ to the challenges societies like Canada face. Given the combination of a greying population and the growing tide of citizens' participatory democracy, it is timely and important to shed light on older women's social activism. Based on document analysis and fieldwork with the Raging Grannies in Canada, this qualitative case study examines the influence of activism on women's later life learning and development from an interdisciplinary perspective including adult development, critical gerontology, women's studies and psychodrama. Analysis focuses on the Grannies' motivations, the strategies they employ in their activities and the process of learning and changes they say they undergo. Themes emerging from document analysis, interviews and participant observation of 15 Grannies in Ontario are divided into three categories: (1) ‘Raging Grannies’ as a self‐defined social role; (2) the Grannies' dual‐layered mask strategies; and (3) their collective identity and sense of empowerment. These do much to explain the successes of Raging Grannies' activism as a social movement, which fosters older women's creative energy, critical awareness and self‐assurance despite their physical and psychological problems in later life. Implications of the Raging Grannies' movement help us reconsider current trends in later life learning, which tend overlook the needs and abilities of women in the third age.  相似文献   

3.
This paper is about a quantitative study which has examined and elucidated the conceptualizations of ageing and learning by a group of elders in Hong Kong. In more specific terms, the study has investigated how this group of older people understood the meaning of successful ageing and elder learning in the context of their later lives. Based on the ‘Learning and Ageing Survey 2013’ with a sample of 519 older adults in Hong Kong, the study aimed, first, to describe and conceptualize the meaning of ageing and learning as elders experienced it in later life; second, to investigate why and how elders engaged or did not engage, in organized learning, by comparing the differences between the ‘learning’ and ‘non-learning’ groups in terms of their personal characteristics, conceptualizations of learning, and the barriers to participation; third, to identify important learning issues for older learners, including their interests, needs, motivations, and learning preferences; and finally, to investigate the relationship between learning and successful ageing, and between learning and the overall well-being and satisfaction of elders in their later lives. The research findings and outcomes of the study provide insights into the experience and views of elders concerning ageing and learning, which contribute to the global understanding and knowledge base for elder learning and successful ageing; and which serve to inform the development of policy and practice geared to the planning and provision of programmes for learning in older age.  相似文献   

4.
This paper examines the preferred sexuality education sources of older Australian adults in later life. Drawing on findings from qualitative interviews with 30 men and 23 women aged 60 years and older, we consider the sources that participants currently use, or would like to use, in seeking information about sex. Where relevant, we examine participants’ experiences of learning about sex in later life using different sources, and the impact these had on their sexual expression, pleasure and well-being. Preferred sources of information include the Internet, the media, health care providers, books and workshops or discussion groups. A substantial number of participants did not actively seek information on sex. For those who had, these educational endeavours could profoundly shape their sexual practices. As such, learning about sex should be viewed as a lifelong endeavour. Our findings carry important implications for the development and delivery of sexuality education for older adults.  相似文献   

5.
The study aims to investigate the association of learning participation with the quality of life (QoL) in older Chinese adults, verifying how the differing types of learning activity participation may influence their QoL. We conducted two studies to gain a better understanding of learning participation and QoL among adults over 55 years of age. In the first study, we conducted five focus groups among 43 older adults about their understanding of learning benefits and their general well-being. In a second study, we assessed the QoL using the EUROHIS-QOL 8-item index, while learning participation was measured through a questionnaire addressing the frequency of involvement in educational activities among 579 Chinese older adults. The results indicate that being engaged in learning activities in old age has the potential to increase the QoL of older adults. Moreover, in contrast to nonformal learning, the results of the hierarchical linear regression model demonstrate that both informal and formal learning have a significant positive influence on QoL. The paper concludes by discussing the implications for research and practice pertaining to the encouragement of learning participation in later life.  相似文献   

6.
In Canada, as in many countries, public continuing education of the non‐vocational general interest type for people in post‐work languishes on the margins of political discourse. This case study of one such traditional program for seniors run by a school board in Ontario explores the experiences of older adults and the meanings they attach to their learning. The goal is to better understand the roles and effects later life learning has in promoting health and well‐being at both the individual and community levels. This study analyzes qualitative data collected through interviews, classroom observations and documents, referring to the micro, meso and macro levels of theory in adult education, psychology, health and social gerontology. The three main learning outcomes identified include: 1) the effects of enduring interest, 2) classrooms as social support networks, and 3) the awareness of the right to learn. The article examines how these outcomes function as health promoting mechanisms for individuals and communities. The results indicate the vital role played by affordable and accessible public continuing education program for retirees, especially seniors at risk. They also suggest the need for further quantitative research to measure the impact of learning on health and the quality of later life.  相似文献   

7.
A growing body of research and policy focused on ??older workers?? is attempting to address perceived concerns that older workers?? skills are declining, along with their participation in employment and in employment-related learning opportunities. The discussion here seeks to contribute to this research. Its focus is the learning of older professional workers, about comparatively little has been published. The article presents research conducted in Canada involving 60 personal interviews with older Certified Management Accountants (CMAs). This qualitative study was designed to understand older professionals?? participation in learning through their reports not only of when, how and why they participated in specific learning activities, but also through their stories of practice and work, their understandings of knowledge, and how they view themselves as knowers and as knowledge workers. The findings showed that older CMA professionals appeared to position themselves deliberately as knowers, performing particular knowledge orientations aligned with their work priorities, and to resent external provisions for and assessments of their ??learning??. Four orientations appeared most prominently, which are here described as ??consolidating??, ??outreaching??, ??re-positioning??, and ??disengaging??. The concluding section argues that far from withdrawing from learning, these older professionals are particularly strategic in what, when and how they engage. In fact most are astute in employing diverse strategies and resources in knowledge development, according to the knowledge orientation they adopt in their practice. These understandings may suggest ways to more effectively recognise and support older professionals?? learning in organizations and professional associations.  相似文献   

8.
Research Findings: Using a qualitative research approach, this article explores teachers’ roles as scaffolders of infants’ play and the changing nature of their individualized support for infants’ learning and development through play in an infant group care setting. Three infant teachers in a child care center were followed over 3 months. Observations, interviews, ongoing conversations, e-mails, and reflective notes were used as data sources. Findings revealed that the teachers thought deeply about their roles as supporters of infants’ play, and they made intentional choices in scaffolding infants’ play. Each teacher's ways of empowering infants in play were grounded in her views of infants as learners and were individualized to accommodate children's unique learning styles and personalities. Practice or Policy: This study provides a window into the ways in which teachers working with the youngest children can set the stage for later learning.  相似文献   

9.
ABSTRACT

How does participation in nonformal learning influence the self-perceived well-being among older adults? This article looks into that issue through a study of people aged 65 years or older who have participated in Swedish study circles. The data analyzed consists of a nation-wide survey of study circle participants. The results show that there are beneficial effects from participating in study circles for the well-being of older adults. As could be expected, participants claim that their knowledge and skills have increased; but the main finding is the importance of the social dimension of participating in nonformal learning activities. The fellowship created in study circles is both an important motive for participation and an important outcome of having participated. This, however, is not at the expense of gaining new knowledge. Rather, the two dimensions may strengthen each other. Nonformal settings appear to provide an environment that has positive effects on the well-being of older adults. They do this by fostering a sense of belonging and the opportunity to be part of a fellowship that may work as an aid in avoiding social isolation and loneliness.  相似文献   

10.
This article highlights the ways in which arts-based approaches to research can be used in teaching and learning about the qualitative research process. Specifically, in our qualitative research class graduate students used the arts as a form of reflexivity to highlight various aspects of their research process, including their positionality, their values, any ethical issues that arose during the research process, and the various methodological steps taken. This collaborative article features the voices of the instructor and three graduate students, who used the mediums of visual art, a blog and a digital diary approach to represent their reflexivity. From the voice of the instructor, we share her rationale for using arts-based approaches in the classroom, her detailed assignment, and the ways in which we can incorporate the arts in teaching about qualitative research. In the form of case examples, three graduate students illustrate their unique qualitative research studies, describing their approach and how they incorporated various artistic mediums as a form of reflexivity within their research. Concluding thoughts will discuss the strengths, limitations and possibilities of using arts-based approaches to teaching and learning about qualitative research.  相似文献   

11.
Abstract

Governments’ anxieties about ageing populations are mostly concerned with the costs of welfare, care and health provision which all have to be paid for by an ever dwindling working population. However, research in later life learning indicates the significant role that lifelong learning can play in promoting mental well-being and resilience, and in assisting with maintaining personal self-confidence and self-coping strategies that prevent cognitive decline in an ageing population. This paper draws on the research with a group of Chinese elders in Hong Kong, who provide information about their experiences and views on learning in later life, including the meaning of learning, barriers to participation, learning interests, needs, motivations, and instructional preferences. Both quantitative and qualitative findings are reported to shed light on later life learning experiences, which contribute to the global understanding of later life learning and serve to inform the development of policy and practice geared to the planning and provision of opportunities to keep learning at the later stages of life.  相似文献   

12.
This article describes the Universal Education Foundation's (UEF) activities to create research tools and methodologies that capture the voices of children concerning their perceptions of the effect of the school learning environment on their well-being. UEF defines well-being as the realisation of one's physical, emotional, mental, social and spiritual potential. The Voice of Children (VOC) toolkit includes a survey and techniques to conduct focus groups as ways for young people to share their views. Young people participated in the development of the pilot instruments and, perhaps more importantly, they are involved as agents of change, presenting the findings through advocacy events to those who make decisions about policies and programmes that can have a positive impact on well-being. While UEF will be examining the effects of many learning environments — school, information and communications technologies (ICT) and media, and health care settings — this article focuses on the school as one learning environment.
Methods to create Version One of the Voice of Children ( VOC1 ) and preliminary findings from the initial pilot in Palestine are described. Steps taken to revise the instruments and create Version Two for Wales ( VOC2 ) are discussed. UEF's definition of well-being and its sub-components, background research and theoretical framework, hypotheses and structure of the survey are reviewed. The overarching hypothesis is that learning environments — in this case the school — affect various aspects of young people's well-being, both overall and in its sub-components.  相似文献   

13.
Physical self-concept plays a central role in older adults’ physical health, mental health and psychological well-being; however, little attention has been paid to the underlying dimensions of physical self-concept in the elderly. The purpose of this study was to develop and validate a new measurement for older adults. First, a qualitative study (Study 1) was conducted that included semistructured interviews and a focus group discussion. The second study established an initial instrument. Through item pool generation, content validation assessment, factor analysis, and item analysis (n = 187), the Physical Self-Concept Scale for Older Adults (PSCS-O) was produced containing 18 items and six dimensions. Finally, in the third study (n = 233), the PSCS-O showed adequate factorial stability and the initial certerion validity. The PSCS-O were able to explain 49.2% of the variance in older adults’ well-being. In addition, Ability to Live Independently, which was introduced as a new factor by the PSCS-O, was the strongest predictor of the older adults’ overall subjective well-being. In conclusion, the preliminary results from this study demonstrated that this new instrument, the PSCS-O, has sound psychometric properties. The PSCS-O may be a suitable and useful instrument in the study of physical self-concept in older adults in the future.  相似文献   

14.
Video diary: a method for exploring learning dispositions   总被引：1，自引：0，他引：1  
This paper presents an innovative method for qualitative research in education. The video dairy technique was developed and used alongside other qualitative methods to map the socio‐cultural landscape of primary‐school children's learning dispositions prior to their transfer to secondary school. The larger project comprised a case study of a group of children transferring from one Year 6 classroom to their local comprehensive secondary school, with particular reference to their learning of mathematics. Theoretically framed by Pierre Bourdieu's sociological tools, the study explored the impact of three fields—school, family and peer group—upon children's learning dispositions and trajectories at this school interface. The alternative perspectives afforded by the diary entries highlighted the inter‐relatedness of the three fields of interest, often in ways that had not been anticipated or considered. I will explain practical aspects of the process and consider some of the challenges that might be experienced by researchers using video diary techniques.  相似文献   

15.
Research indicates that significant groups of older people are using Internet/e-mail technology. Using data from a 2007 random sample of 1,680 New Zealanders aged 65–84, predictors of Internet/e-mail usage and the impact of usage on well-being were investigated. Gender, age, education, household composition, income, and work were significant predictors of Internet/e-mail usage. Significant positive relationships were also found between Internet/e-mail usage, self-rated health, leisure/recreation participation and leadership, and well-being. These research findings suggest that public policies should encourage older people to adopt Internet/e-mail technology to ensure continued participation, learning, and well-being throughout later years.  相似文献   

16.
ABSTRACT

The University for the Third Age, a relatively new concept in Lebanon, provides educational and social opportunities for older adults. The goal of later-life educational institutions supposedly covers more than a mere provision of learning. This being said, highlighting the significance of rewards associated with older adult learning—and the barriers it faces—is needed. Through this study, we hope to deepen the understanding of the benefits of later-life learning. In addition, we also payi special attention to environmental and social factors that were previously excluded dimensions of the challenges to learning. We explored the benefits perceived by older adults after finishing one term at a University for the Third Age in Lebanon. Also, we distinguished between the different types of barriers faced by seniors in the same context. We included 461 older adults from two cohorts, and we followed a qualitative approach, using content analysis of 247 solicited answers to our research questions. The data consisted of relatively short answers describing self-perceived benefits of the learning experience, as well as its perceived challenges. Findings indicated the existence of three types of benefits: social, cognitive, and psychological, with cognitive benefits the most reported ones. In addition, educational challenges were categorized into dispositional, situational, and institutional, with the latter being the most reported. After interpreting the findings with the Self-Determination Theory in mind, it was concluded that educational challenges negatively affect the well-being of older adults, while educational rewards could enhance it.  相似文献   

17.
Building on previous self-concept and current physical self-concept (PSC) theories, this paper presents empirical results demonstrating the triad relationship among physical exercise, PSC, and quality of life (QoL) in older adults. Specifically, the results show how PSC mediates the relationship between physical exercise and health-related quality of life (HQoL). A total of 152 older adults participated in this study, completing the Leisure Time Exercise Questionnaire, Physical Self-Concept Scale for Older Adults, and 12-Item Short-Form Survey. Hierarchical multiple regression analyses were conducted to test the mediating effects. Older adults’ physical exercise, PSC, and QoL were all correlated. The components of older adults’ PSC (strength, flexibility, and independent functioning) fully mediated the relationship between physical exercise and the physical as well as mental aspects of HQoL. This study thus suggests that PSC plays an important explanatory role in the effect of older adults’ physical exercise on their QoL. Health-care professionals may use various strategies to enhance older adults’ self-perception during physical exercise in order to promote their global well-being.  相似文献   

18.
This qualitative case study examines teachers’ implicit meaning systems built around their core beliefs on the malleability of human qualities. Previous research has demonstrated the influence of students’ implicit theories on motivation and achievement and has presented successful interventions for students. However, research on teachers’ implicit theories and, in particular, their actualization in natural environments is lacking. The data for this study include observations and stimulated recall interviews with two Finnish teachers whose opposing implicit theories were first indicated in 2000 by Carol Dweck . The results depict how these teachers’ implicit meaning systems influence their ways of interpreting students’ behavior, learning, and achievements, which in turn guide teachers’ pedagogical thinking as well as their practices for motivating the students. However, these Finnish teachers’ implicit theories also appear to be intertwined with culture-bound assumptions, and the classroom implementation of these theories was observed to vary situationally.  相似文献   

19.
This study investigated whether competitive and noncompetitive educational mathematics computer games influence four‐ to seven‐year‐old boys’ and girls’ recall of game‐playing experience. A qualitative analysis was performed to investigate what preschool children may have learned through their selective recall of game‐playing experience. A difference emerged in six‐ to seven‐year‐old boys’ and girls’ recall after playing a competitive computer mathematics game, such that boys tended to first recall the consequence of ‘winning and losing’ whereas girls of the same age focused on ‘friendship among animated characters’ in the game. Thus, the qualitative results suggest the possibility that selective attention or selective recall might be partially influenced by gender schemas. Based on the recall sequences, educational noncompetitive computer mathematics games may lead to a better learning outcome for older boys.  相似文献   

20.
The primary goal of this research was to use an experimental, observational method to study the development of anger expression during middle childhood. Eight-, 10-, and 12-year-old girls and boys (N = 382) were observed during a laboratory play session that was provoking in two ways: Participants lost a computer game they were playing for a desirable prize, and their play partner was a same-age, same-gender confederate actor who taunted them. Children's responses to the provoking play sessions--facial expressions, verbalizations, and gestures--were reliably coded. Overall, children in these age groups maintained a remarkable degree of composure. Girls made fewer negative comments than boys did, and fewer negative gestures. Older children maintained more neutral facial expressions, made fewer gestures, and were more likely to remain silent when provoked. When they spoke, older children made fewer negative comments, fewer remarks about the game, and fewer positive comments about themselves or the actor.  相似文献   

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