In Their Own Words: Older Adults' Perceptions of Effective and Ineffective Learning Experiences

The percentage of older adults in the American population is expected to
increase from about 12% now to 22% by the year 2030 (Eisen, 2005). Educators can
play an important role in managing the effec.,ts of this demographic shift by designing
learning opportunities that increase older adults' motivation to participate and their
ability to learn. Because older adults themselves can otTer important insights on what
helps and hinders their learning, the purpose of this study was to explore the
perceptions of adults over age 64 residing in a large metropolitan area in the
southeastern United States on effective and ineffective learning experiences.
Utilizing a qualitative design, the researcher interviewed 36 older adults
involved in learning experiences at three distinct sites. Data were also collected
through observations and document analysis. Five research questions were answered with the following four findings: 1) effective learning experiences are involving, 2)
the instructor is a key component in the classroom, 3) familiar or relevant topics are
interesting, and 4) the computer and the Internet are both loved and hated. The
participants in this study value learning experiences that involve them in the
classroom and keep them involved in the world. They enjoy asking questions,
discussing ideas, and learning with friends and family members in environments free
from the pressures of mandatory assignments and tests. They seek instructors who
are knowledgeable about the subject, clear and understandable in their presentation,
respectful of their experience, and effective at grabbing their attention through
enthusiasm, humor, and relevant stories. When they discover effective instructors,
they tend to take classes with them over and over again. However. when instructors'
abilities are unknown, they look for learning experiences that will either expand their
knowledge abcut something familiar or teach them something that will have some
relevance in their lives. Finally, these seniors enjoy the convenience of accessing a
wealth of information using computers and the Internet. Yet, they also experience
considerable frustration in learning computer tasks and dealing with computer
problems. Reommendations are provided for designing, marketing, and delivering
quality learning experiences for senior adults.