Transformative Learning Approach for Educational Gerontology: Creating an Appropriate Teaching-Learning Framework for Older Adults

Abstract

Educational gerontology provides for changes that occur in later life through transformational learning. From observation, older women tend to have issues with transformational learning from educational gerontology programs, maybe because of the regular facilitation approaches in use. Hence, adopting sequential explanatory mixed method research, this study examined the use of the Transformative Learning Approach (TLA) for educational gerontology to create an appropriate teaching-learning framework for older adults. Guided by two research questions and one null hypothesis, a sample of 154 older women who were 55 years and above were selected for the study using a multistage sampling procedure. Findings revealed that TLA is an effective and efficient teaching-learning procedure that should be used by adult educators involved in assisting older adults to learn. Furthermore, ideas emanating from the perceived best adaptation of TLA had sub-themes revolving around the procedure to include recounting of experiences, dialogue, and acting; and structure there are sub-themes such as continuous learning, types of activities, timing and sitting positions were generated from the theme of structure.  This led to the suggestion of a framework titled dialogical transformative learning approach as a teaching-learning procedure.