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Older adults' voices
 — an exploration of preferred learning and communication styles and their fit with emerging insights from neuroscience
Author(s)Val Bissland
Journal titleInternational Journal of Education and Ageing, vol 3, no 1, July 2013
PublisherAssociaton for Education and Ageing, July 2013
Pagespp 43-62
Sourcewww.associationforeducationandageing.org
KeywordsLearning capacity ; Communication ; Teaching methods ; Attitude ; Qualitative Studies ; Glasgow.
AnnotationThe author reports the findings of a small-scale qualitative study conducted in the Centre for Lifelong Learning at Strathclyde University. The study explored older people's preferred learning and communication styles, and how these fit with current neuroscience insights into learning. It was a mixed-method study involving two questionnaires and a number of focus groups. The discourse is positioned within a social constructionist or interpretative framework. The data were analysed with reference to current findings concurrent with brain plasticity and learning and the interplay of emotions and learning. While there was not correct way to learn for al older people, the study provided evidence that classroom environments are, in general, more conducive to learning when strong social dimensions and active engagement are present. This fits well with neuroscience insights into the connections between enriched brain networks, emotional well-being and protection form age-related cognitive decline. These conclusions have implications for the way learning is perceived by society in general and older people in particular, and how classes in later life are presented and delivered. This article is based on 'Ways of learning in later life: older adults' voices', a thesis submitted to the University of Strathclyde in part fulfilment of a Doctor of Education degree in 2011. (RH).
Accession NumberCPA-151113207 A
ClassmarkDE: U: VB: DP: 3DP: 9WC

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