Dauenhauer Jason, Hazzan Afeez, Heffernan Kristin, Milliner Chantré M
Department of Social Work, State University of New York at Brockport, Brockport, NY, USA.
Department of Healthcare Studies, State University of New York at Brockport, Brockport, NY, USA.
Gerontol Geriatr Educ. 2022 Oct-Dec;43(4):499-519. doi: 10.1080/02701960.2021.1910506. Epub 2021 Apr 20.
Institutions of higher education need to become more age friendly. Creating an on-campus lifelong learning program can offer older adults opportunities to audit classes and engage in multigenerational classrooms, but can also promote intergenerational learning when instructors consciously use pedagogy that fosters engagement between learners from various generations. Promoting intergenerational learning to facilitate reciprocal sharing of expertise between generations is also the fourth principle of the Age Friendly University framework. This qualitative interview study examines the perspectives of 27 faculty members who have opened their face to face classrooms to older adult auditors to 1) Explore perceived benefits and challenges associated with having older adults in the college classroom and to 2) Determine what levels of intergenerational learning may be taking place. Compared to lecture-based courses, faculty whose pedagogy promotes discussion, sharing, and small group work reported detailed examples of older adult learners and traditionally-aged college students engaging in course-related discussion. The unique, historical and diverse perspectives of older adults improved the quality of education for students, and fostered in-depth learning. Challenges related to older adult auditors included poor/limited attendance, sharing of strong opinions/dominating class discussion, sensory/mobility and technology accessibility. Recommendations include training to promote intergenerational engagement in college classrooms.
高等教育机构需要变得更加关爱老年人。创建一个校内终身学习项目可以为老年人提供旁听课程和参与多代同堂课堂的机会，但当教师有意识地运用促进不同年龄段学习者之间互动的教学方法时，也能够促进代际学习。促进代际学习以推动不同代际之间相互分享专业知识也是“关爱老年人大学”框架的第四条原则。这项定性访谈研究考察了27名向老年旁听者开放其面对面课堂的教师的观点，以1）探究与大学课堂中有老年人相关的感知到的益处和挑战，以及2）确定可能发生的代际学习水平。与基于讲座的课程相比，那些教学方法促进讨论、分享和小组活动的教师报告了老年学习者和传统年龄的大学生参与课程相关讨论的详细例子。老年人独特、具有历史意义和多样的观点提高了学生的教育质量，并促进了深入学习。与老年旁听者相关的挑战包括出勤率低/有限、发表强烈意见/主导课堂讨论、感官/行动能力以及技术可及性。建议包括开展培训以促进大学课堂中的代际互动。
