Improving Older Adult Learners’ Motivation: Developing A Model of Teaching and Learning through Art Activities in the UK
There is a limited amount of literature that has discussed ways in which older adult learners could be motivated to engage in lifelong learning activities, particularly those in the age groups identified by the National Institute of Adult Continuing Education (NIACE) as Stage 3, 50-74 and Stage 4, 75+ (Schuller and Watson, 2010). Currently learners in the UK may face an issue when seeking to join an activity as there is a lack of any collaborative or coherent model of delivery in this sector. This is caused by the fact that providers, such as further and higher education institutions, as well as community and care home providers all operate within separate systems and there is little or no joint provision. Moreover, the rationale of this study argues that, within the context of an ageing society, engaging in learning activities at Stages 3 and 4 can provide older adults with a stimulating experience, which enables them not only to meet their personal growth needs through a positive and meaningful experience of ageing, but also increase their sense of well-being. This study develops a collaborative model of teaching and learning for this age group, based on detailed feedback from learners and educational professionals, which will enable teachers, facilitators and providers to work in a novel collaborative way to improve their learners’ motivation. The study seeks to obtain a fuller understanding of older adults’ learning motivation in the context of Art activities through inductive and evaluative methods. The initial findings revealed that these learners were willing to engage in Art activities with the learning and teaching Model. The benefits from socialising are significant for society, as it enables learners both at Stages 3 and 4 to relax physically and also improve their mental health, for instance by preventing loneliness.
- PhD