Does Age Matter? Informal Learning Practices of Younger and Older Adults

Autor/inn/en	Vermeylen, Laurie; McLean, Scott
Titel	Does Age Matter? Informal Learning Practices of Younger and Older Adults
Quelle	In: Canadian Journal for the Study of Adult Education, 26 (2014) 1, S.19-34 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0835-4944
Schlagwörter	Informal Education; Age Differences; Learning Processes; Adult Learning; Books; Goal Orientation; Authors; Daily Living Skills; Health; Well Being; Interpersonal Relationship; Career Development; Participant Characteristics; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Age; Difference; Age difference; Altersunterschied; Learning process; Lernprozess; Adulte education; Adult training; Erwachsenenbildung; Book; Buch; Monographie; Monografie; Zielorientierung; Zielvorstellung; Author; Autor; Autorin; Alltagsfertigkeit; Gesundheit; Well-being; Wellness; Wohlbefinden; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Berufsentwicklung; Ausland; Kanada
Abstract	Conventional wisdom in adult education suggests that processes of life cycle change make for differences in the learning experiences of younger and older adults. Popular demographers argue that generational differences exist between those born in different historical periods. Outside the realm of higher education, there are relatively few empirical studies of the learning practices of adults of differing ages. In this article we present the results of qualitative interviews undertaken with 134 readers of self-help books. Half of these readers were 30 years of age or younger. We found modest age differences in learners' engagement with self-help reading. Relatively older readers were more likely to define explicit learning goals, engage deeply in the learning process, experience linear learning pathways, and express disagreement with authors. We conclude that the modest nature of age differences found supports a maturational or life cycle interpretation rather than a generational interpretation and that learning processes are more similar than different among people of various ages. (As Provided).
Anmerkungen	Mount Saint Vincent University. e-mail: cjsaerceea@gmail.com; Web site: https://cjsae.library.dal.ca/index.php/cjsae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01