Annual Conference 2014 paper: What does ‘quality’ learning, in later life, look like? An exploration into the views of later life learners concerning the quality of teaching and learning

Abstract

This article reports on the initial findings of a qualitative study seeking to capture the ‘voice’ of later life learners concerning what makes a ‘quality’ learning experience. In conjunction with a successful charitable organisation, the research explores how informal learning meets the needs of adult learners and how, in doing so, they reap the benefits of learning. The findings presented have arisen from focus group discussions, which is one element of a larger mixed-method study where the overarching aim is to investigate older adults’ perceptions of what factors contribute to the quality in their learning experiences. This is set firmly within an interpretive framework where the thoughts and feelings of such learners have been acquired and valued in identifying what makes ‘quality’ learning. There is no strict definition of ‘quality’ but the study provides evidence of the learning characteristics learners expect to be present to constitute effective learning rather than simple entertainment. The conclusions being reached have enormous implications for how we enable learning in later life so it is of the quality that will make a positive difference to both the mental functioning and wellbeing of all those taking part.