Barriers to Age-Friendly Universities (AFU): Lessons from Osher Lifelong Learning Institute demographics and perceptions

Hansen, Robert J.; Talmage, Craig A.; Thaxton, Steven P.; Knopf, Richard C.

doi:10.1080/02701960.2019.1572003

Cited by 32 publications

(24 citation statements)

References 33 publications

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“…As a result of consolidation of outpatient operations and social distancing measures, healthy community-dwelling older adults are often devoid of necessary support, knowledge, and adaptive strategies to manage their day-to-day routines and are at risk of worsening their underlying comorbidities. Communicating with "well and worried" older adults using virtual lectures via senior community-based centers and learning communities, and ramping up virtual and video health visits have helped mitigate some of these concerns -albeit only for those who have access to these resources (20).…”

Section: I E W P O I N Tmentioning

confidence: 99%

COVID-19 in older adults: clinical, psychosocial, and public health considerations

Mills¹,

Kaye²,

Mody³

2020

JCI Insight

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Section: I E W P O I N Tmentioning

confidence: 99%

COVID-19 in older adults: clinical, psychosocial, and public health considerations

Mills¹,

Kaye²,

Mody³

2020

JCI Insight

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“…OLLI learners face a number of barriers, according to national multiyear surveys (e.g., Hansen, Brady, & Thaxton, 2016;. For OLLIs, their younger older learners face time-barriers, and oldest older learners are likely to have mobility and transportation challenges (Hansen et al, 2019;. On aspects of mobility, while the majority (est.…”

Section: Covid-19 and Olli At Asumentioning

confidence: 99%

“…26%) offer their own transportation services (Osher NRC, 2018). Some OLLI learners work; not all who participate are retired (Hansen et al, 2019;. Although many have retired from one career to start another, or work reduced hours, this still becomes a barrier to access when many OLLIs hold programming during the standard workday.…”

Section: Covid-19 and Olli At Asumentioning

confidence: 99%

“…A switch cannot be flipped to turn lifelong learning back to what it was before COVID-19. Given that OLLIs generally consist of members who are women, white, and/or college/ university-educated (Hansen et al, 2016(Hansen et al, , 2019, post-COVID-19 research will need to focus on assessing the isolation and well-being of older adults from other backgrounds as well as consider intersectionality between backgrounds and identities (Talmage, Hansen, Knopf, & Thaxton, 2018). While access is often not what OLLI learners specifically value the most about lifelong learning , it may become one of the most critical factors post-COVID-19.…”

Section: Post-covid-19 Things Are Going To Changementioning

confidence: 99%

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Responding to social isolation among older adults through lifelong learning: Lessons and questions during COVID-19

Talmage

Baker

Guest

et al. 2020

Local Development & Society

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As local systems shift to meet their constituents' needs during the COVID-19 pandemic, lifelong learning institutes showcase positive responses to addressing the older adults' needs. Older adults have not only greater susceptibility to contracting COVID-19; they also are at higher risk of social isolation and its adverse health outcomes. During COVID-19, the quarantine and distancing procedures can exacerbate social isolation. As local communities seek to bolster their residents' well-being during COVID-19, older adults cannot be overlooked. This essay shares brief coverage of the issue of social isolation among older adults to set up a discussion of the response of a lifelong learning provider in Maricopa County, Arizona, USA. This essay uses the Osher Lifelong Learning Institute at Arizona State University as an exemplary case in addressing older adults needs, specifically community and learning needs, during the COVID-19 pandemic. The essay concludes with questions for future research and practice.

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“…More specifically, white people are more likely to enroll in these types of programs. Furthermore, older people with lower education exhibit less ambition to join lifelong learning programs (18).…”

Section: Lifelong Learningmentioning

confidence: 99%

Development Strategies in the Field of Lifelong Learning of Older Adults

Hosnjak

Ilić

Kurtović

et al. 2020

Acta Medica Martiniana

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Introduction: European gerontological research confirms that accelerated aging of the population will lead to a pronounced occurrence of target groups of functionally capable older people. Lifelong learning is a tool that enables an active post-retirement period in order to enhance cognitive mental capacities, prevent dementia, and overcome the intergenerational gap. The aim of this paper is to develop strategies in the field of lifelong learning for older adults through SWOT analysis.Methods: A qualitative study on lifelong learning for older adults was conducted during the month of November 2019 using 4 SWOT matrices which were subsequently analyzed and integrated into one common matrix. Four strategies were developed based on this template.Results: The analysis of the SWOT matrix showed that lifelong learning contributes most to a sense of belonging, prevention of social isolation, prevention of dementia, and better personal satisfaction. The biggest obstacles for older people when it comes to participating in lifelong learning programs are finances, physical illness, and a lack of understanding from their family members and the wider society for this kind of activity.Discussion: Lifelong learning contributes to a long-term maintenance of cognitive processes of participants involved in education processes. Lifelong learning provides the opportunity to promote older people’s health regardless of the formal education they received in early adulthood.Conclusion: Learning and further education are not only the indicators of active aging, but also a need for older people to master new tools so that they can actively participate and contribute to the society.

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Barriers to Age-Friendly Universities (AFU): Lessons from Osher Lifelong Learning Institute demographics and perceptions

Cited by 32 publications

References 33 publications

COVID-19 in older adults: clinical, psychosocial, and public health considerations

COVID-19 in older adults: clinical, psychosocial, and public health considerations

Responding to social isolation among older adults through lifelong learning: Lessons and questions during COVID-19

Development Strategies in the Field of Lifelong Learning of Older Adults

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