The Study of Learning Participation Motivation and Difficulty of the Elderly in Ganshan Senior Community College

• Main Authors: Hsiu-Chu, Yeh, 葉秀菊
• Other Authors: Guo-De Yang, ph.D.
• Format: Others
• Language: zh-TW
• Published: 100
• Online Access: http://ndltd.ncl.edu.tw/handle/71527101057279772827

碩士 === 國立高雄師範大學 === 成人教育研究所 === 99 === This research is for the purpose of the discussing the Ganshan Senior community College advanced aged participation motivation learning difficulty questionnaire. Concrete goal includes the understanding of Ganshan Senior Community present situation and the advanced aged participate motivation and the analysis of the learning motivation, difficulty, strategy and effect of the members. According to the research conclusion, propose the concrete proposal for the advanced aged education institutes and the government related organization. In order to reach the above goal, this research uses the semi-structured interview, interviewing 10 elders from the Ganshan Senior Community College for twice and recording the interview. Then, the word-for -word drafts were coded. Finally, the data were analyzed with the method of thematically interpretative induction and narrative analysis. The results of the study were as follows: 1. The elders keep high self-expectation for learning, and their most strong participation motives is the knowledge-seeking, the less strong motive is to promote the healthy motive, and the least strong motive is the service. 2. The elders continue to participate in learning activities mainly because thy hold the positive attitude that “the age isn’t an obstacle.” And they think Ganshan Senior Community College is an excellent elder school. 3. The elders are most troubled with bad memory. The strategies are do more reading and review, use some media or go to library. 4. The element of physiology is the most difficult for the learners. However, the elements of psychology and curriculum and instruction are also difficult for the learners. 5. The suggestions are to utilize the school facilities to have some classes for the elder learners, to build more senior college in towns, to promote “more ages, more valuable,” to hold volunteer group. 6. Besides gaining new knowledge and achievement, joining the social activities, and promoting the health of body and mind, the most important is to feel attribution, free, and happy. According to the results, the researcher suggests as follows: 1. Suggestions to education institutes (1) Arrange curriculum practically to promote the elders’ learning interest. (2) To hold volunteer group actively, elder serves elder. (3) Encourage teachers to diversity teaching and evaluation methods to fit the features of the elders. (4) Encourage the elders and help them raise learning confidence. (5) To design the material for elder. (6) Use appropriate marketing strategies depending on the individual difference of the elders. (7) Set up a counseling guidance system or learning resources supply system to provide the elders with professional learning suggestions and guidance. 2. Suggestions to the elders (1) Organize learning groups automatically and ask teachers and classmates questions actively. (2) To slow down the tempo of life and open mind. (3) Set up cooperating networks to share learning experience and provide spiritual support.