Learning in Later Life: What Seniors Want in a Learning Experience

Abstract

By designing effective learning opportunities for older adults, educators can make a positive contribution to the problem of a “graying America.” Because older adults themselves may offer important insights on what helps and hinders their learning, this qualitative study explored the perceptions of 36 older learners on effective and ineffective learning experiences. The following are the main findings that emerged from the data: (a) effective learning experiences are involving, (b) the instructor is a key component in the classroom, and (c) familiar or relevant topics are interesting. Recommendations for designing, marketing, and delivering quality learning experiences for older adults are discussed.