Lifelong Learn. 2023, 13, 31-50
https://doi.org/10.11118/lifele20231301031
Semilongitudinal Research on Changes in Seniors’ Motivation for Education in the Context of Third Age Universities
References
1. Aboagye, E., Yawson, J. A., & Appiah, K. N. (2021). COVID-19 and E-learning: the Challenges of Students in Tertiary Institutions. Social Education Research, 1–8.
<https://doi.org/10.37256/ser.212021422>
2. Asociace univerzit třetího věku (2022). Výroční zpráva za rok 2022. http://www.au3v.cz/
3. , N. S., Isfahani, A. N., Rouhollahi, A., & Khalili, R. (2016). Effective Teaching Methods in Higher Education: Requirements and Barriers. Journal of Advances in Medical Education & Professionalism, 4(4), 170–178.
4. Boulton-Lewis, G. M., & Buys, L. (2015). Learning Choices, Older Australians and Active Ageing. Educational Gerontology, 41(11), 757–766.
<https://doi.org/10.1080/03601277.2015.1039455>
5. Dvořáčková, D. (2012). Kvalita života seniorů. Praha: Grada Publishing.
6. , M. (2021). Manifestations of Internalized Ageism in Older Adult Learning. University of Toronto Quarterly, 90(2), 169–182.
<https://doi.org/10.3138/utq.90.2.08>
7. Geng, Y., & Jin, L. (2022). Anxiety and Enjoyment of Older Learners of English in Chinese Universities of the Third Age. Educational Gerontology, 1–20.
<https://doi.org/10.1080/03601277.2022.2127699>
8. Iannuzzi, I. (2019). Smart Community: A New Way of Being Together? In: Iannone, R., Gurashi, R., Iannuzzi, I., de Ghantuz Cubbe, G., & Sessa, M. Smart Society: a Sociological Perspective on Smart Living (s. 48–67). Abingdon: Routledge.
9. Kobylarek, A. et al. (2022). The Quality of Life Among University of the Third Age Students in Poland, Ukraine and Belarus. Sustainability, 14(4), 2049.
<https://doi.org/10.3390/su14042049>
10. Larsson, E., Larsson-Lund, M., & Nilsson, I. (2013). Internet Based Activities (IBAs): Seniors’ Experiences of the Conditions Required for the Performance of and the Influence of These Conditions on their Own Participation in Society. Educational Gerontology, 39(3), 155–167.
<https://doi.org/10.1080/03601277.2012.699833>
11. Lipková, H., Římanová, R., Jarolímková, A., & Zadražilová, I. (2017). Information Behavior of Elderly Citizens in Search for Information on Current Events. ProInflow, 9(1), 4–22.
<https://doi.org/10.5817/ProIn2017-1-2>
12. Löfgren, M., Larsson, E., Isaksson, G., & Nyman, A. (2022). Older Adults’ Experiences of Maintaining Social Participation: Creating Opportunities and Striving to Adapt to Changing Situations. Scandinavian Journal of Occupational Therapy, 29(7), 587–597.
<https://doi.org/10.1080/11038128.2021.1974550>
13. Maatuk, A. M., Elberkawi, E. K., Aljawarneh, S., Rashaideh, H., & Alharbi, H. (2022). The COVID-19 Pandemic and E-learning: Challenges and Opportunities from the Perspective of Students and Instructors. Journal of Computing in Higher Education, 34(1), 21–38.
<https://doi.org/10.1007/s12528-021-09274-2>
14. Maćkowicz, J., & Wnęk-Gozdek, J. (2019). Late-Life Learning for Social Inclusion: Universities of the Third Age in Poland. In: Formosa, M. (eds.), The University of the Third Age and Active Ageing: International Perspectives on Aging, vol. 23. Cham: Springer.
<https://doi.org/10.1007/978-3-030-21515-6_8>
15. Macháčová, K., & Holmerová, I. et al. (2019). Aktivní gerontologie aneb Jak stárnout dobře. Praha: Mladá fronta.
16. Merriam, S. B. (2001). Andragogy and Self-directed Learning: Pillars of Adult Learning Theory. New Directions for Adult and Continuing Education, 89, 3–13.
<https://doi.org/10.1002/ace.3>
17. , P. (2001). Gerontagogika – vzdělávání ve stáří a ke stáří. Pedagogická orientace, 2, 90–110.
18. Nawaz, A., & Khan, M. Z. (2012). Issues of Technical Support for E-learning Systems in Higher Education Institutions. International Journal of Modern Education and Computer Science, 4(2), 38.
<https://doi.org/10.5815/ijmecs.2012.02.06>
19. Orte, C., March, M. X., & Vives, M. (2007). Social Support, Quality of Life, and University Programs for Seniors. Educational Gerontology, 33(11), 995–1013.
<https://doi.org/10.1080/03601270701632255>
20. Perdana, A., & Mokhtar, I. A. (2022). Seniors’ Adoption of Digital Devices and Virtual Event Platforms in Singapore during Covid-19. Technology in Society, 68.
<https://doi.org/10.1016/j.techsoc.2021.101817>
21. , L., & Nowak, Z. (2017). The Quality of Life and Health Behaviors of Students of the University of the Third Age (U3A). Gerontologia Polska, 25, 235–241.
22. Pruszynski, J., Putz, J., & Cianciara, D. (2020). Education for Physical, Psychological and Social Health as an Element of Preventive Gerontology Based on the Example of Universities of the Third Age. Wiedza Medyczna, 2(1), 39–44.
<https://doi.org/10.36553/wm.22>
23. , A., & Qvortrup, L. (2018). Inclusion: Dimensions of Inclusion in Education. International Journal of Inclusive Education, 22(11), 1–15.
<https://doi.org/10.1080/13603116.2017.1412506>
24. Rynkowska, D. (2020). Universities of the Third Age and their Role in Education and Preventive Gerontology. European Journal of Sustainable Development, 9(3), 58–58.
<https://doi.org/10.14207/ejsd.2020.v9n3p58>
25. Sahin, S., Kocakoc, N., Arayici, M. E., Baybas, B. K., Boyacioglu, H., & Akcicek, S. F. (2023). Evaluation of the Quality of Life in the University of Third Age Students: A Cross-sectional Study. European Geriatric Medicine, 14, 389–396.
<https://doi.org/10.1007/s41999-023-00764-3>
26. , R., & Thompson, J. (1995). U3V historical paper: an International Perspective of University of the Third Age. Educational Gerontology, 21, 429–447.
<https://doi.org/10.1080/0360127950210505>
27. Sýkorová, D., & Chytil, O. (Ed.). (2004). Autonomie ve stáří: strategie jejího zachování. Ostrava: Ostravská univerzita.
28. Szcześniak, M., Bielecka, G., Madej, D., Pieńkowska, E., & Rodzeń, W. (2020). The Role of Self-Esteem in the Relationship Between Loneliness and Life Satisfaction in Late Adulthood: Evidence from Poland. Psychology Research and Behavior Management, 13, 1201–1212.
<https://doi.org/10.2147/PRBM.S275902>
29. Šimíčková-Čížková, J. et al. (2008). Přehled vývojové psychologie. 2. vyd. Olomouc: Univerzita Palackého.Špatenková, N., & Smékalová, L. (2015). Edukace seniorů: geragogika a gerontodidaktika. Praha: Grada Publishing.
30. Veteška, J. (2016). Přehled andragogiky: úvod do studia vzdělávání a učení se dospělých. Praha: Portál.
31. Williamson, A. (2000). Gender Issues in Older Adults’ Participation in Learning: Viewpoints and Experiences of Learners in The University of the Third Age (U3A). Educational Gerontology, 26(1), 49–66.
<https://doi.org/10.1080/036012700267394>
32. , N. O., & Yakovlev, E. V. (2014). Interactive Teaching Methods in Contemporary Higher Education. Pacific Science Review, 16(2), 75–80. https://doi.org/10.1016/j.pscr.2014.08.016
<https://doi.org/10.1016/j.pscr.2014.08.016>
33. Zadražilová, I., & Vizváry, P. (2022). Digital Literacy Competencies and Interests of Elderly People. In: Information Literacy in a Post-Truth Era: 7th European Conference on Information Literacy, 137–146. Cham: Springer International Publishing.
34. Zielińska-Więczkowska, H., Kędziora-Kornatowska, K., & Ciemnoczołowski, W. (2011). Evaluation of Quality of Life (QoL) of Students of the University of Third Age (U3A) on the Basis of Socio-demographic Factors and Health Status. Archives of Gerontology and Geriatrics, 53(2), e198-e202.
<https://doi.org/10.1016/j.archger.2010.09.003>
