Emotional highs in adult experiential learning

Author: Sandris Zeivots
University of Technology, Sydney

Edition: Volume 56, Number 3, November 2016

Summary: Despite knowing that positive emotional experiences tend to be beneficial for adult learning, our incomplete understanding of the emotional system rarely allows us to incorporate emotion adequately in real learning situations. The experience of emotional highs, as observed in adult experiential learning courses, has been selected as the phenomenon of the study. This paper is concerned with developing a more sophisticated understanding of the phenomenon by studying the lived experience of emotional highs. Hermeneutic phenomenology  has been selected as a suitable approach. This approach examines the lived state of emotional highs as well as recognises how adult learners make sense of these experiences. The lived experiences of 15 Australian adult learners were examined. Learners participated in one of three 4–8 day adult experiential learning courses, including two Outward Bound courses. The courses were held half indoors and half outdoors. Learners reflected and made sense of their lived experience through surveys and semi-structured interviews. As a result, a sophisticated definition of emotional highs is proposed.

Keywords: Experiential learning, adults, emotional highs, positive emotions, hermeneutic phenomenology

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This article is part of AJAL, Volume 56_3. The entire volume is available in .pdf for purchase here.

Older adults’ training courses

Author/s: Karin du Plessis, Kaarin J. Anstey, Arianne Schlumpp

Edition: Volume 51, Number 1, April 2011

Summary: Demographic trends indicate that older adults live longer and maintain active lifestyles. The majority are educated and many enjoy the stimulation that ongoing learning opportunities present. In order for these older adults to benefit from learning opportunities, circumstances specific to these individuals (e.g. age-related decline) need to be considered. The current paper reviews cognitive literature to establish older adults’ ability to learn. This is followed by a discussion of training programs as well as suggestions for course design specifically focused on older adults.

Keywords: Older, adults, learning, health, cognitive, training

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This article is part of AJAL, Volume 51_1. The entire volume is available in .pdf for purchase here.