Learning In Later Years Research Articles

Problems of learning in later Years: Using Agruso Lenses to Explore Adult Learning Experiences at two higher educational Institutions in Bulawayo, Zimbabwe

Whitehead Zikhali, PhD Senior Lecturer: National University of Science and Technology, Institute of Development Studies (NUST-IDS), Bulawayo, Zimbabwe,Cell: +249-901231294 Email-: whitezikhali@gmail.com AbstractLearning is a lifetime experience and engagement. When pursued in formal circles, it is subject to personal (ability, cognition, commitment) and structural (income, class, gender) factors which determine how long a person pursues studies for. Using a modification of Agruso’s gerontological lens, this paper discusses the experiences of students at Bulawayo Polytechnic College and the National University of Science and Technology. The paper stems from a qualitative, exploratory study of two academic groups at NUST Institute of Development Studies spanning over 36 months. It lays out the agenda for an understanding of continuing education not as a challenge which affects older generations but a complex which filters to middle and young adults in developing country contexts. The paper reveals that apart from challenges pertaining to acclimatising to new environments, technologies and processes, formal learning settings offer a raft of challenges for adult learners particularly relating to identity and cognitive aspects. From the challenges discussed, the researcher recommends that (i) continuing education be extended to more sections of society including the informal sector actors (ii) universities be more sensitive to socio-economic group differentials when offering courses for continued adult education.KEYWORDS: adult learning, Agruso, elderly, culture, learning benefits.

Pattern Generalisation by Year Five Pupils

Pattern generalisation is one of the most important elements in developing functional thinking in elementary school which leads to build foundation to work with algebra in later years of education. Therefore, this study took an initiative to study the performance of year five pupils in pattern generalisation and its correlation with mathematics achievement. The sample of the study comprised 720 fifth grade pupils from a district of Malacca. Data were collected using four adapted tasks. Paper and pencil-based assessment conducted during the class hours. Data were analysed using descriptive and inferential statistics with help of SPSS software. The findings showed samples’ ability to work with numerical patterns is better than their ability to work with figural patterns. However, the performance in far generalisation is extremely poor compared to near generalisation. While, a significant association found between performance of numerical and figural patterning tasks. Furthermore, there is no correlation between ability to work with patterns and mathematics achievement. With the increased interest in integrating functional thinking into elementary school teaching and learning, this work may be of interest to educators to identify how working with patterns could promote functional thinking and lead to a strong foundation for formal algebra learning in later years of education.

Learning in Later Years in the Lifelong Learning Trajectory

ABSTRACTAn examination of learning in later life in the context of lifelong learning shows that it is a phase on its own and not simply an extension of adult learning, particularly in the 21st century. It exhibits characteristics unlike earlier phases and has benefits that are more aligned with later life. The changes to the growing share of this demographic in the population has implications for the provision of learning opportunities. The life stage changes that are evolving are shown compared to previous generations. The needs and benefits of late life learning are described in contrast to adult learning and the adaptations for successful lifelong learning are listed based on life span theories and current research.

Ageing and Learning in Australia: Arguing an Evidence Base for Informed and Equitable Policy.

Given Australia's population ageing and predicted impacts related to health, productivity, equity and enhancing quality of life outcomes for senior Australians, lifelong learning has been identified as a pathway for addressing the risks associated with an ageing population. To date Australian governments have paid little attention to addressing these needs and thus, there is an urgent need for policy development for lifelong learning as a national priority. The purpose of this article is to explore the current lifelong learning context in Australia and to propose a set of factors that are most likely to impact learning in later years. Evidence based policy that understands and incorporates learning opportunities for all citizens is required to meet emerging global challenges. Providing appropriate learning opportunities to seniors is one clear pathway for achieving diverse health, social and economic outcomes.

Measure Up for Understanding: Reflect and Discuss

How first graders' sense of number can be developed through the perspective of measurement. Includes a Reflect and Discuss component to use with colleagues. Measure Up is a research project for grades 1-5, and there is a summary of impact on math learning in later years.

Displacement, velocity, and frames of reference: Phenomenographic studies of students’ understanding and some implications for teaching and assessment

Student understanding of fundamental concepts in kinematics has been explored using the phenomenographic research method. University and high school physics students were interviewed and their understandings of displacement, velocity, and frames of reference have been analyzed in particular problem contexts. Descriptions of the different ways students understand the concepts have been developed and relations between the different levels of understanding have been identified. The data highlight the contextual nature of learning and the need for teachers to focus on the nature of student understanding in specific contexts using questions that require qualitative explanation by students. In particular, it is demonstrated that success in mechanical, quantitative problem solving can mask inadequate understanding of basic concepts that hinders learning in later years of study of the subject. Implications for teaching and assessment are discussed.