(2013) Older adults’ voices: an exploration of preferred learning and communication styles and their fit with emerging insights from neuroscience

in QualitativeVal Bissland, University of Strathclyde, Scotland

This article reports the findings of a small-scale qualitative study which explored older adults’ preferred learning and communication styles and how these fit with current neuroscience insights into learning. The study provides evidence that classroom environments are, in general, more conducive to learning when strong social dimensions and active engagement are present. This fits well with neuroscience insights into the connections between enriched brain networks, emotional wellbeing and protection from age-related cognitive decline. The author argues that professionals in education and learning need to take more account of discoveries and advances in the field of neuroscience, and argues that the conclusions from the study have implications for the way learning is perceived by society in general, and older adults in particular, and how classes in later life are presented and delivered.

International Journal of Education and Ageing, Vol. 3, No. 1, 43–62, July 2013, ISSN: 2044-5458

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