The study asked the question of whether or not meaningful outcomes were being derived from participation by older adults enrolled in tuition waiver opportunities. The purpose was to describe the meaningfulness of the learning outcomes through a quantitative survey employing the Course Valuing Inventory, and a qualitative analysis of 15 survey respondents' reported individual experiences and how those experiences contributed to the reported learning outcomes. The results of the survey revealed a moderately strong degree of meaningfulness attached to the experiences and outcomes. The specific individual experiences of the interviewees were organized into four contextual categories, which were: (1) Program Entry and Involvement, (2) Instructor, (3) Students, and (4) Content, and were summarized into the three experiential themes of acceptance, stimulation, and tolerance. The learning outcomes of the interviewees were reported along with a summary of the relationship between the individual's experiences and the learning outcomes which resulted in the emergence of five value themes: (1) Tolerance, (2) Belonging, (3) Sharing, (4) Knowledge and Skill Development, and (5) Personal Growth. The conclusions were that older adult students do derive meaningful learning outcomes from tuition waiver opportunities and that those outcomes are enhanced by the five value themes. Recommendations are suggested in the areas of policy, institutional procedures, and further research. / Source: Dissertation Abstracts International, Volume: 50-11, Section: A, page: 3447. / Major Professor: Irwin Jahns. / Thesis (Ph.D.)--The Florida State University, 1989.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_78099 |
| Contributors | Loftus, William Joseph., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 202 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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