Participation of older people in learning studies

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

European Journal for Research on the Education and Learning of Adults Pub Date : 2022-10-13 DOI:10.3384/rela.2000-7426.4188

J. Koski, Kaisa Pihlainen

引用次数: 0

Abstract

The participation and meaningful engagement of older people are strongly supported because of their individual and communal benefits. Currently there is a lack of general understanding of how older people participate in research activities. The purpose of this review was to examine the ways older people participate in learning studies. A search of abstracts of empirical studies published in English was conducted in three databases between 2015 and 2019 using scoping review methodology. The results showed that most often older people did participate as study subjects in clinical studies. Other participant roles included informants, partners, and multiple roles. The review addressed a paucity in qualitative and participatory roles in older people’s learning studies. All participant roles are still needed to provide various standpoints for learning studies. Further studies are suggested to provide various meaningful and participatory ways for older people to get involved in research activities.

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老年人参与学习研究

老年人的参与和有意义的参与因其个人和社区利益而得到大力支持。目前，人们对老年人如何参与研究活动缺乏普遍的了解。这篇综述的目的是研究老年人参与学习研究的方式。2015年至2019年间，使用范围界定审查方法在三个数据库中搜索了以英语发表的实证研究摘要。结果表明，大多数老年人确实作为研究对象参与了临床研究。其他参与者角色包括线人、合作伙伴和多个角色。该审查解决了老年人学习研究中缺乏质量和参与作用的问题。仍然需要所有参与者角色为学习研究提供各种观点。建议进行进一步的研究，为老年人参与研究活动提供各种有意义和参与性的方式。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal for Research on the Education and Learning of Adults EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

12.50%

发文量

审稿时长

6 weeks

期刊介绍： The European journal for Research on the Education and Learning of Adults (RELA) is a refereed academic journal creating a forum for the publication of critical research on adult education and learning. It has a particular focus on issues at stake for adult education and learning in Europe, as these emerge in connection with wider international and transnational dynamics and trends. Such a forum is important at a time when local and regional explorations of issues are often difficult to foreground across language barriers. As academic and policy debate is increasingly carried out in the English language, this masks the richness of research knowledge, responses and trends from diverse traditions and foci. The journal thus attempts to be linguistically ''open access''. Whilst creating a forum for international and transnational debate, contributions are particularly welcome from authors in Europe and other locations where English is not the first language. RELA invites original, scholarly articles that discuss the education and learning of adults from different academic disciplines, perspectives and traditions. It encourages diversity in theoretical and methodological approach and submissions from non-English speakers. All published contributions in RELA are subjected to a rigorous peer review process based on two moments of selection: an initial editorial screening and a double-blind review by at least two anonymous referees. Clarity and conciseness of thought are crucial requirements for publication. RELA is published on behalf of the European Society for Research on the Education of Adults (ESREA).