Non-formal education for the elderly: a systematic review of teaching methodologies
DOI:
https://doi.org/10.33448/rsd-v11i12.34278Keywords:
Teaching methodologies; Non-formal education; Elderly.Abstract
Lifelong learning is a continuous process that encompasses education at all stages of life and includes the context of formal, non-formal and informal education. There is still no solid evidence on more optimized ways of teaching the elderly due to the specifics of this age group, their limitations, physical and cognitive losses. The objective of this study was to verify which teaching methodologies can contribute to the non-formal education of older adults. To this end, a systematic literature review was conducted considering published articles on the topic. Searches were performed in the Eric, IEEE Xplore, Ovid, Science Direct, SpringerLink, SAGE Journals and Wiley Online Library databases. The characteristics of the studies were extracted and synthesized. A total of 544 records were identified, of which 7 studies met the eligibility criteria for qualitative synthesis. Results showed a preference for learning what is of interest and that there can be improvement in engagement, social integration as well as communication.
References
Bailey, C., King, K., Dromey, B. & Wynne, C. (2010). Fear of Falling and Older Adult Peer Production of Audio-Visual Discussion Material. Educational Gerontology, 36 (9), 781-79. https://doi.org/10.1080/03601277.2010.485024.
Bireme. (2020). DeCS/MeSH - Descritores em Ciências da Saúde. https://decs.bvsalud.org/.
Boulton-Lewis, G. M. (2010). Education and learning for the elderly: why, how, what. Educational Gerontology, 36 (3), 213–228. http://dx.doi.org/10.1080/03601270903182877.
Bugos, J. A. (2014). Adult Learner Perceptions: Perspectives From Beginning Musicians (Ages 60–86 Years). Update: Applications of Research in Music Education, 32 (2), 26–34. https://journals.sagepub.com/doi/10.1177/8755123314521034.
Crow, S. R. (2006). What Motivates a Lifelong Learner? School Libraries Worldwide, 12 (1), 22-34. https://www.researchgate.net/publication/251296152.
Desjardins, R. & Tuijnman, A. (2005). A general approach for using data in the comparative analyses of learning outcomes. Interchange, 36 (4), 349-370. https://doi.org/10.1007/s10780-005-8164-4.
Gohn, M. G. (2014). Educação Não Formal, Aprendizagens e Saberes em Processos Participativos. Investigar em Educação, 2 (1), 35-50. https://www.academia.edu/34360410/Educa%C3%A7%C3%A3o_N%C3%A3o_Formal_Aprendizagens_e_Saberes_em_Processos_Participativos?email_work_card=reading-history.
González, A., Ramírez, M. P. & Viadel, V. (2012). Attitudes of the Elderly Toward Information and Communications Technologies. Educational Gerontology, 38 (9), 585-594. https://www.tandfonline.com/doi/abs/10.1080/03601277.2011.595314
Guo, P. J. & Reinecke, K. (2014). Demographic differences in how students navigate through MOOCs. Anais da ACM Conference on Learning @ scale conference. New York, NW, USA, 1. https://roc-hci.com/wp-content/uploads/demo_mooc.pdf.
IBGE - Instituto Brasileiro de Geografia e Estatística. (2018). Projeção da População 2018: número de habitantes do país deve parar de crescer em 2047. https://agenciadenoticias.ibge.gov.br/agencia-sala-de-imprensa/2013-agencia-de-noticias/releases/21837-projecao-da-populacao-2018-numero-de-habitantes-do-pais-deve-parar-de-crescer-em-2047.
Jarvis, P. (2012). Learning from Everyday Life. HSSRP, 1 (1), 1–20. http://hssrp.uaic.ro/continut/1.pdf.
Kapur, S. (2015). Andragogy: The Adult Learning Theory. Indian Journal of Adult Education, 76 (2), 50-60. https://www.researchgate.net/publication/281373854_Andragogy_The_Adult_Learning_Theory.
Kim, D., Lee, I-H. & Park, J-H. (2019). Latent class analysis of non-formal learners’ self-directed learning patterns in open educational resource repositories. British Journal of Educational Technology, 50 (6), 1-17. https://doi.org/10.1111/bjet.12746.
Kitchenham, B. & Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering. EBSE Technical Report. http://citeseerx.ist.psu.edu/viewdoc/download;jsessionid=884BDF3E543177654A9E5F2A05F3A25C?doi=10.1.1.117.471&rep=rep1&type=pdf.
Kuklewicz, A. & King, J. (2018). “It’s never too late”: A Narrative Inquiry of Older Polish Adults’ English Language Learning Experiences. The Electronic Journal for English as a Second Language, 22 (3). http://www.tesl-ej.org/wordpress/issues/volume22/ej87/ej87a5/
Laal, M. & Salamati, P. (2011). Lifelong learning: what does it mean? Procedia Soc Behav Sci. http://dx.doi.org/10.1016/j.
Machado, K. .B. G., Pereira, S. O. & Cezario, N. D. (2020). A Compreensão do Envelhecimento através de Teorias Biológicas. Revista Interdisciplinar do Pensamento Científico, 6 (1), 254-262. http://dx.doi.org/10.20951/2446-6778/v6n1a20.
Martins, E. C. (2015). Educar adultos maiores na área da educação social: a intergeracionalidade numa sociedade para todas as idades. Inter-Ação, 40 (3), 665-686. https://doi.org/10.5216/ia.v40i3.35750.
Moher, D., Liberati, A., Tetzlaff, J. & Altman, D. G. (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. https://doi.org/10.1371/journal.pmed.1000097.
Morrell, R. W., Park, D. C., Mayhorn, C. B. & Kelley, C. L. (2000). Effects Of Age And Instructions On Teaching Older Adults To Use Eldercomm, An Electronic Bulletin Board System. Educational Gerontology, 26 (3), 221-235. https://doi.org/10.1080/036012700267213.
Ngozwana, N. (2019). Experiences of older adults as caregivers during times of disruption in Lesotho—Implications for adult education. Zfw, 42 (2), 289-304, 2019. https://doi.org/10.1007/s40955-019-0127-y.
Olcott Jr, D. (2013). Nuevas líneas de aprendizaje: potenciar el uso de recursos educativos abiertos para reforzar la educación no formal. Revista de Universidad y Sociedad del Conocimiento, 10 (1), 151-169. https://www.researchgate.net/publication/271267002_New_Pathways_to_Learning_Leveraging_the_Use_of_OERs_to_Support_Non-formal_Education.
Osman, A., Ladhani, S., Findlater, E. & Mckay, V. (2017). Curriculum Framework for the Sustainable Development Goals. Commonwealth Secretariat. https://www.thecommonwealth-educationhub.net/wp-content/uploads/2017/01/Curriculum_Framework_for_SDGs_July_2017.pdf.
Owusu-Agyeman, Y. (2017). Expanding the frontiers of national qualifications frameworks through lifelong learning. International Review of Education, 63 (5), 657-678. https://doi.org/ 10.1007/s11159-017-9661-2.
Simándi, S. (2018). Intergenerational Learning – Lifelong Learning. Acta Educationis Generalis, 8 (2), 63-71 https://doi.org/10.2478/atd-2018-0012.
Sitoe, R. M. (2006). Aprendizagem ao Longo da Vida: Um conceito utópico? Comportamento Organizacional e Gestão, 12 (2), 283-290. http://www.scielo.mec.pt/pdf/cog/v12n2/v12n2a09.pdf.
Terán, V. R. G. (2018). Educación del adulto mayor para enfrentar limitaciones derivadas del envejecimiento. Transformación, 14 (1), 70-80. http://scielo.sld.cu/pdf/trf/v14n1/trf07118.pdf.
UIS - Unesco Institute for Statistics. (2012). International Standard Classification of Education. http://uis.unesco.org/sites/default/files/documents/international-standard-classification-of-education-isced-2011-en.pdf.
Ushioda, E. (2008). Motivation and good language learners. IN C. Griffiths (Org,), Lessons from good language learners (pp 19-34). Cambridge University Press. https://doi.org/10.1017/CBO9780511497667.004.
WHO - World Health Organization. (2015).World report on ageingand health. https://apps.who.int/iris/bitstream/handle/10665/186463/9789240694811.
WHO - World Health Organization. (2020). Decade of healthy ageing: baseline report. Geneva: World Health Organization. 2020. Licence: CC BY-NC-SA 3.0 IGO.
Zantingh, P. (2014). Space For Drawing: Women, Art, Love, And Fear. Canadian Journal for the Study of Adult Education, 27 (1), 29-77. https://cjsae.library.dal.ca/index.php/cjsae/article/view/3404/pdf_35
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Lis Ângela De Bortoli; Ana Carolina Bertoletti De Marchi
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
