Abstract
This article examines the effectiveness of Elderhostel program practices within a framework of adult learning theories. After reviewing theories of self-directed learning and life-span control, two surveys conducted in an Elderhostel program were analyzed. Results showed that self-directed learning well describes the practices of the Elderhostel program and that a life-span theory of control elaborates on this description. The Elderhostel program can be described as an event in which older learners are acquiring knowledge with the help of instructors, and are deliberately and responsively trying out their internal control strategies with their age peers.
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