樂齡學員自我導向學習經驗轉化之研究
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2020
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Abstract
本研究為質性研究，採敘事方式進行一對一個別訪談，以立意取向共訪談五位 63~76歲參與自主學習團體的樂齡學員。從自我導向學習與經驗轉化的觀點，探討學員在參與樂齡大學結業後，仍自組學習團體自主學習多年的經驗轉化歷程。
研究發現如下：
一、樂齡學員生活經驗影響退休後之學習方式。
二、樂齡學員自我學習的主要學習傾向為喜愛學習、主動學習/自我瞭解、獨立學習，學習動機等。
三、生命歷程中遭逢重要契機事件，反思後而改變觀點，乃開啟觸發轉化學習行動。
四、學習困境多屬老化的健康問題；同儕則是樂齡學員最大的支持與關懷陪伴者。
五、年齡不是學習的阻礙，不願付諸行動才是學習最大絆腳石。
六、高齡者願意擴大學習生活圈，從自助到助人，才能發現自己的潛力。
七、樂齡學員主動參與自我學習，累積更多資源以因應未來需求，並延續活躍的社會生活；希望能帶動更多人參與「活到老、學到老」的終身學習。
根據上述研究結論，研究者於自我省思中給予樂齡大學之大專院校、樂齡自主性學習課程規劃及未來研究方向提出一些建議，希望可以提升我國高齡學習之發展。
The research is about qualitative study on narrative analysis by one-to-one individual interviews to explore the transformation process of senior learners. The participants are five senior learners between 63-76 years old who participates self-directed learning groups after the senior colleges. The findings are as follows: 1. The life experience of senior learners affects the style of learning after retirement. 2. The main learning trends of self-learning for senior include love on learning, active learning/self-understanding, independent learning, and motivation on learning. 3. There are different important moments in the life course. The transformational learning action is always.initiated after reflection and changing perspectives. 4. Learning dilemmas are mostly about the health problems; nevertheless, peers are the greatest support and companions for senior learners. 5. Age is not an obstacle to learning; On the contrary, unwillingness to act is the biggest block to learning. 6. Only when the elderly is willing to expand their learning and life circle, from self-help to helping others, they can really discover their potential. 7. Senior learners actively participate in self-learning, accumulate more resources to meet future needs, and continue an active social life. The research remind much more seniors can participate in the lifelong learning. Based on the above conclusions, the research makes some suggestions in self-reflection to the institutions for senior learning about curriculum planning. And some suggestions for the future research as well.
The research is about qualitative study on narrative analysis by one-to-one individual interviews to explore the transformation process of senior learners. The participants are five senior learners between 63-76 years old who participates self-directed learning groups after the senior colleges. The findings are as follows: 1. The life experience of senior learners affects the style of learning after retirement. 2. The main learning trends of self-learning for senior include love on learning, active learning/self-understanding, independent learning, and motivation on learning. 3. There are different important moments in the life course. The transformational learning action is always.initiated after reflection and changing perspectives. 4. Learning dilemmas are mostly about the health problems; nevertheless, peers are the greatest support and companions for senior learners. 5. Age is not an obstacle to learning; On the contrary, unwillingness to act is the biggest block to learning. 6. Only when the elderly is willing to expand their learning and life circle, from self-help to helping others, they can really discover their potential. 7. Senior learners actively participate in self-learning, accumulate more resources to meet future needs, and continue an active social life. The research remind much more seniors can participate in the lifelong learning. Based on the above conclusions, the research makes some suggestions in self-reflection to the institutions for senior learning about curriculum planning. And some suggestions for the future research as well.
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自主學習團體, 自我導向學習, 樂齡學員, 轉化學習, Self-learning groups, Self-directed learning, Senior learners, Transformational learning