Third Age Learning: Seniors’ Golden Chance
Older People Want to Learn Too
Social contacts tend to decrease as we age for a variety of reasons. They include retirement, the death of friends and family, or lack of mobility. Regardless of the causes of senior isolation, the consequences can be dangerous. Older age comes with its own set of advantages and setbacks. On one side, retirement could be a much-anticipated fresh start, where retirees would fulfil lifelong dreams of theirs; on the other hand, it could also mean social exclusion, unproductivity, and undeniably a bucket of old age stereotypes [1]. Shockingly, senior isolation can be fatal! In fact, even perceived isolation can be equally dangerous. Senior isolation and loneliness have been associated with depression, dementia, higher risks of cardiovascular diseases, and an increasing need for long-term care [2]. How can we then address the issues of social isolation and loneliness in later life?
“The program affected my life very positively, especially with all the interesting and informative lectures” said one member of a University for the Third Age (U3A) in Lebanon. Another member added “when I quit my job, my life got empty and meaningless, but with [the programme] my life changed and is more filled with joy, education and social interaction.” We are not talking about a TV programme, rather about an educational one based in a U3A called University for Seniors [3]. This educational institution for older adults, offers learning opportunities for retired individuals and those aged 50+. Such educational opportunities define what is currently known as the Third Age Learning movement.
Universities for the Third Age
The movement started in France, in 1973, with the first gerontology course addressed exclusively to older people. A University for the Third Age was born in Toulouse University, and from there onwards, the movement spread to other European countries, and eventually crossing the Atlantic towards Canada and the USA. This journey to different countries meant that this movement was not uniform and hence, many models to date exist. The French model is connected to an educational institution like a university. Staff and other experts give lectures and workshops to older adults. The topics offered are usually liberal art subjects, focusing mainly on arts and humanities. On the other side, the British model relies more on a self-help strategy where teachers and students are located on the same plane. U3As which follow this model do not necessarily require a link to an educational institution, and are run democratically by older adult learners themselves [4]. Finally, the North American model combinies some characteristics of both the French and the British models.
So, what happens practically at a U3A?
To illustrate a working scenario, we present to you a unique model [3] from the Middle East, which is inspired by North American U3As, yet adapted to local needs. In fall and spring terms, different curricula with several subjects and topics are offered. Subjects cover different topics, for instance healthy ageing is a topic in a broader subject that is Health. Subjects range from Health, Culture, Humanities and Economics to Basic Sciences and Arts. Lessons are offered using different methodologies like study groups, lectures, mini courses, reading events, intergenerational activities, cultural trips, evening with experts, special interest groups and book clubs. On one occasion, seniors can be in Iran learning about Persian carpets, on another, they can be on campus learning to operate computers, mobile devices and Internet with younger University students. The experts who volunteer their time to lead sessions and group studies at this U3A are not financially rewarded. Click below to see more examples of UfS curricula!
Why Does it work?
Yes, older adults choose classes of their interests, pay a fee occasionally, and attend courses at U3As. But why bother? Many studies investigated the reasons for which retired people still want to learn and be involved in learning endeavours. For some, this is done for the love of learning itself, while for others, learning is an opportunity to remain connected and socially engaged. But hey, let’s hear it from seniors and students at the University for Seniors, in Lebanon.
Such motivations are likely to be observed with older adults, even with the general population. According to Ryan and Deci [5], motivations to engage in behaviours emanate from the three most essential psychological needs, which are competence, autonomy, and relatedness needs. This assumption is the main pillar of the Self-Determination Theory,
which can be used to explain why older adults would want to pursue lifelong learning opportunities, especially when satisfying the afore-mentioned needs leads to self-fulfilment and wellbeing. Although cognitive benefits are important, social benefits remain the most reported category of benefits by older adults who pursue learning opportunities. Followingly, relatedness needs are satisfied by increasing the amounts of social interaction, and this is obviously a huge step towards addressing senior isolation and loneliness! For those interested, you can read this article on the possible relationship between Self-Determination Theory and older adult learning.
But what?!
Sadly, the third age learning movement has been inconsiderate of the heterogeneity characterizing older adult populations. As such, Universities for the Third Age serve an exclusive membership of well-off, educated, healthy and empowered older adults, who can make it physically to campuses or meeting places. U3As need to attend to distinct segments of older adults, in all their ‘colours’. While physically this stands impossible, the wires of the World Wide Web can prove indispensable. Formosa [6] calls for serious attempts to engage older people who wouldn’t nor could not take part in traditional learning opportunities, through ICT and e-learning strategies.
Online U3As
Online Universities for the Third Age are not a new concept, previous attempts since the 1990s have proven to be successful, for example the U3AOnline in Australia [7,8]. Since then, technology enhanced learning grew exponentially, and more affordances can now be allocated to leading online U3As. In addition, recent studies concluded that digital technologies enhanced the social inclusion of older adults, empowered older adults with health-related knowledge, social networks, and increased independence, as well as improved chronic disease self-management [9–11].
These benefits are pretty much in line with LifeLearn’s vision, being designed specifically for communities of learners to engage in social learning. LifeLearn Platform has a lot to offer to older adult learning in terms of learning affordances and the inclusion of many physically isolated older adults. Affordance-wise, LifeLearn Platform can help in improving older adults’ learning experience, mentors’ teaching experience, and administrations’ management experience. Figure 1 summarizes the expected benefits of LifeLearn Platform on those three levels.
Summary
Older Adult Learning is a booming subtheme of lifelong learning. Universities for the Third Age (U3A) provide educational opportunities for older persons, aged 50+. Currently, participation mostly means physical attendance, and not enough attention has been given to digitalizing older adult learning. So far, online U3As do not fully explore the full potential of Web 2.0 and social learning. Moreover, there is a need to have an inclusive membership whereby a wider segment of older population could be reached and involved in educational activities. Fortunately, LifeLearn Platform, with its multifaceted affordances, can be the solution for many challenges faced by administrators, mentors, and learners within the framework of U3As, and could help in reducing the risks associated with senior isolation and loneliness.
References
1.Bytheway, B. (2005). Ageism and age categorization. Journal of social Issues, 61(2), 361–374. http://onlinelibrary.wiley.com/doi/10.1111/j.1540-4560.2005.00410.x/full
2.Stevenson, S. (2017). 20 Facts about Senior Isolation That Will Stun You. https://www.aplaceformom.com/blog/10-17-14-facts-about-senior-isolation/
3.University for Seniors (2018). Homepage. https://website.aub.edu.lb/rep/cec/uni_seniors/Pages/main.aspx
4.Swindell, R., & Thompson, J. (1995). An international perspective on the University of the Third Age. Educational Gerontology: An International Quarterly, 21(5), 429–447. https://www.u3aonline.org.au/sites/default/files/1995_swindell_thompson_international_u3a_1.pdf
5. Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020
6.Formosa, M. (2012). Lifelong education for older adults in Malta: Current trends and future visions. International Review of Education, 58, 271–292. doi:10.1007/s11159–012–9282–8
7.Swindell, R. (2000). Using the Internet to build bridges to isolated older people. Australasian Journal on Ageing, 19(1), 38–40. https://www.researchgate.net/publication/229985561_Using_the_Internet_to_Build_Bridges_to_Isolated_Older_People
8.Swindell, R. (2002). U3A online: A virtual university of the third age for isolated older people. International Journal of Lifelong Education, 21(5), 414–429. https://www.researchgate.net/publication/261625912_U3A_Online_A_virtual_university_of_the_third_age_for_isolated_older_people
9.Choi, N. G., & DiNitto, D. M. (2013). Internet use among older adults: association with health needs, psychological capital, and social capital. Journal of Medical Internet Research, 15(5). http://www.jmir.org/2013/5/e97/
10.Heart, T., & Kalderon, E. (2013). Older adults: are they ready to adopt health-related ICT?. International journal of medical informatics, 82(11), e209-e231. https://www.researchgate.net/publication/51040465_Older_adults_Are_they_ready_to_adopt_health-related_ICT
11.Stellefson, M., Chaney, B., Barry, A. E., Chavarria, E., Tennant, B., Walsh-Childers, K., … & Zagora, J. (2013). Web 2.0 chronic disease self-management for older adults: a systematic review. Journal of medical Internet research, 15(2). https://www.jmir.org/2013/2/e35/
About the Author
Hany Hachem is currently a consultant at LifeLearn Platform. He has two MAs in Educational Technology. His passion extends to Older Adult Learning, and he has published on this topic. Ultimately, he would love to see older-adulthood as a life phase where people can still engage actively with their communities.
This article is part of a series to explain LifeLearn Platform’s ideas on learning.
About the Editor
Tarmo Toikkanen is Chief Learning Scientist at LifeLearn Platform. He has over a decade of research experience in the fields of learning environments, participatory design, and educational psychology. His passion is to save the world by helping people learn and teach in better ways.
