Learning experiences of centenarians in their second century of living : helps, hindrances and implications for education.
| dc.contributor.author | Fenimore, Mary Ann | en_US |
| dc.date.accessioned | 2024-08-13T22:16:50Z | |
| dc.date.available | 2024-08-13T22:16:50Z | |
| dc.date.copyright | 1994 | en_US |
| dc.date.issued | 1994 | |
| dc.degree.department | Faculty of Education | |
| dc.degree.department | Department of Curriculum and Instruction | |
| dc.degree.level | Master of Arts M.A. | en |
| dc.description.abstract | The purpose of this qualitative research project was to come to a deeper understanding of the learning experiences of Centenarians. Centenarians are people who are 100 years of age or older. The purpose was also to discover the helps and hindrances involved in their learning experiences, as portrayed by them. A metaphor of "the Dance" was used throughout this inquiry as a vehicle for the creative enhancement of insights, connections and descriptions of what Centenarians themselves shared with me concerning their personal learning experiences. The literature revealed very little information about learning experiences of Centenarians. Eighteen people between the ages of 100 and 106 were interviewed once or several times in their own naturalistic settings or lifeworlds. Their settings or living situations included: completely independent living in their own homes, independent living with some assistance, intermediate care facilities and extended care facilities. There was no evidence of dementia among these participants. These Centenarians reported rich late-life learning experiences which often included the acquisition of new knowledge, the gaining of new insights or perceptions, the development of new skills, and various changes in behavior. The majority of meaningful learning experiences occurred through social interactions with family members, friends or other people from the community. These learning experiences usually occurred during visits or events in the Centenarian's own lifeworld, or on outings into the community. Relating and learning on a one-to-one basis was often preferred, however, some participants enjoyed small group discussions for more variety. Learning through the media and through a variety of activities was also reported. "Window learning" ( learning through observing occurrences outside of the windows) was mentioned by several as a valuable experience. Learning to effectively use various devices for enhancing sight, hearing and mobility was also mentioned and demonstrated. Centenarians gave some suggestions for more learning options that might be helpful. The four major hindrances to learning that they reported were: poor vision, poor hearing, poor mobility and illness. Recommendations for future programs of education are discussed, followed by a few new questions that have been raised concerning the topic of learning experiences in very late life. Some of my personal reflections give attention not only to the fascinating and rich experiences of learning in very late life, but also to the exhilaration of my learning experiences in mid-life through this study of learning in very late life. Through this research process, it has become clear that we as a society, as educators and as individuals can enhance learning experiences of our very elderly citizens in many ways that are not often considered. | en |
| dc.format.extent | 178 pages | |
| dc.identifier.uri | https://hdl.handle.net/1828/17752 | |
| dc.rights | Available to the World Wide Web | en_US |
| dc.title | Learning experiences of centenarians in their second century of living : helps, hindrances and implications for education. | en_US |
| dc.type | Thesis | en_US |
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