The Impact of Continuing Education on the Health of Older Adults

Panayotoff, Karen G.

doi:10.1080/0360127930190102

Cited by 16 publications

(11 citation statements)

References 4 publications

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“…Nevertheless, few studies have directly focused on the impact of continued learning on seniors' health. Panayotoff's (1993) study, a rare quasi-experimental approach to the topic, measured the health impact of continuing education programs on 114 older students (age ranged 66 to 69, mostly women) in a community college in Pennsylvania. She compared the impact of four different types of non-health related older adult programs (an orientation course for first-time enrollees, a program emphasizing academics using a small-group approach, a program with both practical and academic content in a classroom format, and a program focused on hobbies and travel) on five health factors (depression, self-esteem, social satisfaction, personal control and symptoms of aging) using a series of self-reported questionnaires (pre-test, post-test, and delayed post-test) over courses three months in length.…”

Section: Impact Of Later Life Learning On Psychosocial Well-beingmentioning

confidence: 99%

More than nickels and dimes: the health benefits of a community‐based lifelong learning programme for older adults

Narushima

2008

International Journal of Lifelong Education

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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. Context Canada's aging populationThe speed of aging in Canada will accelerate over the next three decades. The portion of 'seniors' (aged 65 and over), which currently comprises about 13% of the population, will nearly double by 2036 when the last wave of baby boomers retires (Statistics Canada 2006). Although over 90% of Canadian seniors live in private households and of whom 74% describe their general health in positive terms, 91% of the same group report one or more chronic health problems and 22% need help for daily activities (National Advisory Council on Aging 2006). Despite the general improvement of the income level among seniors over the past decade (Myles 2000), certain groups-including people from lower socio-economic brackets, people with low levels of education, and widows-still have a high risk of poverty (Novak and Miya Narushima is an assistant professor in the Department of Community Health Sciences, Brock University, St. Catharines, Ontario. Her research interests centre around learning and community-based activities for older adults in relation to health promotion and community development. Correspondence:

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Section: Impact Of Later Life Learning On Psychosocial Well-beingmentioning

confidence: 99%

More than nickels and dimes: the health benefits of a community‐based lifelong learning programme for older adults

Narushima

2008

International Journal of Lifelong Education

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“…These mediators are largely "situated" in relation to adult learning participation, meaning that the activity needs to be maintained or developed for health outcomes to be sustained. For this reason, research on mental health ACL and ACL for older adults often emphasizes the need for the provision to be ongoing (Lewis et al, 2016;Narushima, 2008;Panayotoff, 1993). This may be considered especially important given that the generation of mutuality, in relation to learning as well as social support, is a strong theme in research on ACL and mental health and wellbeing.…”

Section: The Impact Of Acl On Wellbeing and Mental Health Recovery: Tmentioning

confidence: 99%

“…Citing Morgan and Swann (2004), they also note that promoting such "active aging" involves building social capital through approaches which enable people to "increase their social contacts, engage in community activities, and contribute to their local community" (p. 49). Indeed, research suggests the social aspect of learning is often considered particularly important by older people and especially embraced by women (Chené, 1994;Lewis, 2014;Narushima, 2008;Panayotoff, 1993). In a qualitative study of community-based learning for older adults in Montreal, Canada, Chené (1994) highlights the relational dimensions of the ACL context for this constituency.…”

Section: Acl For Older Adultsmentioning

confidence: 99%

“…Confidence may also decrease as a result of taking part in ACL if students start with false confidence, if learning programs are not made fully accessible, or if attempting the course was perceived as too big a step in hindsight, in light of the personal challenges the individual was facing (Eldred et al, 2004;Ipsos MORI et al, 2018). The learning context and sensitivity to the circumstances of adult learners' lives are thus crucial here (McIntyre, 2014;Panayotoff, 1993).…”

Section: Acl and Mental Health And Wellbeing: Possible "Disbenefits"mentioning

confidence: 99%

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Adult Community Learning, Wellbeing, and Mental Health Recovery

Lewis

2020

Handbook on Promoting Social Justice in Education

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This chapter presents an overview of research on the outcomes and processes of adult community learning (ACL) in relation to wellbeing for older people and mental health recovery, focusing on the theme of mutuality. It is argued that mutuality, in terms of sharing and reciprocity between people, is an important aspect of social inclusion and also central to promoting wellbeing and supporting mental health recovery. Consequently, the chapter focuses on the ways in which ACL provision generates forms of mutuality at interpersonal and social levels. This includes shared learning and mutual support between and among adult learners, tutors, and others involved as part of an inclusive approach. The chapter begins with some background on social inequalities, social exclusion, and mental health and wellbeing and by outlining the social inclusion and mental health and wellbeing policy agendas for ACL in the UK context and some

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“…The outcomes of lifelong learning include improved cognition, occupational benefits and skill acquisition (Panayotoff, 1993;Bunyan and Jordan, 2005). Nevertheless, uptake of later life educational programmes is low.…”

Section: Learning In Later Lifementioning

confidence: 99%

Computer classes for older people: motivations and outcomes

Zaidman

Tinker

2016

Working With Older People

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Computer classes for older people: motivations and outcomes. ABSTRACTPurpose: A 'digital divide' exists between older and younger people in terms of computer use and older people's uptake of computer training programmes in the UK remains low. This study aims to identify the motivations and outcomes of computer classes for some older people and the contributory factors.Design/methodology/approach: One-to-one qualitative semi-structured interviews were conducted with eight participants at a computer class in a London community centre. Using a topic guide interview transcripts underwent thematic analysis. The theoretical perspective of 'ageing in place' (the ability to stay in one's own home in later life) was used when interpreting the findings.Findings: Participants had been motivated to attend the class initially to gain computer skills. Initial motivation was influenced by the death of a spouse and the desire to remain mentally active. The main outcome by the class was acquisition of computer skills. Psychological and social benefits were also reported, the latter constituting motivation for continued attendance. Computer ownership and gender differences in preferred teaching style influenced class outcomes. Research limitations and implications:Although this was a small sample comprising older people solely from one community, participant backgrounds varied and the findings suggest that further research with a larger, more culturally heterogeneous sample would be valuable. Originality/value:Computer classes benefit older people wishing to learn computer skills which may facilitate 'ageing in place'. There has been little research in this area.

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The Impact of Continuing Education on the Health of Older Adults

Cited by 16 publications

References 4 publications

More than nickels and dimes: the health benefits of a community‐based lifelong learning programme for older adults

More than nickels and dimes: the health benefits of a community‐based lifelong learning programme for older adults

Adult Community Learning, Wellbeing, and Mental Health Recovery

Computer classes for older people: motivations and outcomes

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