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1 How Older Rural Adults Utilize Self-Directed HOW OLDER RURAL ADULTS UTILIZE SELF-DIRECTED LEARNING IN LATE LIFE ADJUSTMENTS by DONALD N. ROBERSON, JR. (Under the Direction of SHARAN B. MERRIAM) ABSTRACT The increasing numbers and influence of older adults is causing many segments of western society to re-evaluate the concept of old age. Medical advances and personal lifestyles have resulted in older adults living longer and healthier lives. As one ages, adjustments in work, family, and health must be made. Self-directed learning (SDL) is one way of negotiating these changes. There is a need for more research about older adults and self-directed learning, and there is a lack of research concerning the link between SDL and late life adjustment. The purpose of this study was to understand how older, rural adults utilize self-directed learning in the adjustments of late-life. This research study employed a descriptive qualitative design that used in-depth, semi-structured interviews for data collection. The sample of ten purposefully selected older adults from a rural area reflected diversity in gender, race, education, and employment. The age of the participants ranged from 75 to 87. Four research questions guided this study: (1) What is the nature of the SDL of these older adults? (2) What is the process of SDL? (3) What are the late life adjustments of these older adults? (4) How does the rural context shape the SDL of these older adults? Data analysis guided by the constant comparative method revealed the following findings: The nature of self-directed learning is highly engaging, variably structured, 1 collaborative, and goal-directed. There is a specific process of self-directed learning beginning with an incentive to learn plus an interest, leading to accessing resources; with systematic attention and adjustments in their learning, some projects ended while others remained ongoing. There is also a catalyst, usually another person, interspersed in this process. The rural setting provided a constructive atmosphere for learning. Helpful aspects were the quiet and simple atmosphere, nature, and the people; negative comments centered on lack of resources. Three conclusions were drawn related to how older adults incorporate self- directed learning: late life adjustments are a primary incentive for self-directed learning, self-directed learning is an integral process in the lives of older adults, and the rural environment is a predominantly positive context for learning. INDEX WORDS: Self-directed learning, Late life adjustments, Rural, Process of learning, Qualitative research, Older adult, Adult development 2 HOW OLDER RURAL ADULTS UTILIZE SELF-DIRECTED LEARNING IN LATE LIFE ADJUSTMENTS by DONALD N. ROBERSON, JR. A.B., The University of Georgia, 1974 M.Ed., The University of Georgia, 1992 M.Ed., The University of Georgia, 2000 A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirement for the Degree DOCTOR OF PHILOSOPHY ATHENS, GEORGIA 2003 3 © 2003 Donald N. Roberson, Jr. All Rights Reserved 4 HOW OLDER RURAL ADULTS UTILIZE SELF-DIRECTED LEARNING IN LATE LIFE ADJUSTMENTS by DONALD N. ROBERSON, JR. Major Professor: Sharan B. Merriam Committee: Brad Courtenay Lorilee Sandmann John Schell Nancy Thompson Electronic Version Approved: Maureen Grasso Dean of the Graduate School The University of Georgia May 2003 5 iv DEDICATION I would like to dedicate this manuscript to my parents - Donald N. Roberson, Sr., and Idelle H. Roberson. Thank you for your interest in my education and the example of your own personal pursuit of knowledge. You provided for our schooling in many ways, from early morning breakfasts before class, to help with math problems, to resources for college. And thanks for setting an atmosphere at home where learning and new experiences were encouraged. Since we have all become older, I returned to school, and you have continued to learn on your own. You also model the principles found in this research by continually meeting the challenges and situations of life by learning what was necessary to age successfully. iv v ACKNOWLEDGEMENTS First, I would like to acknowledge Sharan B. Merriam. Thank you for your timely input and helpful suggestions for this document. I would like to also thank Allen B. Moore who contributed to this process in its initial phase. I want to thank the committee members, whose input and suggestions helped to mold this work. Thanks in general to the Department of Adult Education at The University of Georgia. The staff and faculty as well as other students have added to my experience at the University. You model and set forth the principles of lifelong learning. Second, I would like to acknowledge the Department of Recreation and Leisure Studies at The University of Georgia. During time in this department I began to realize the connection between recreation, leisure, and education. Thanks to the faculty for your input. Third, I want to acknowledge Campus Crusade for Christ, Intl. Thank you for allowing me to remain on the staff and to attend school full time. I will remember your flexibility. Fourth, I want to acknowledge the participants in this study. Thank you for your time and effort in being involved in this research. You have demonstrated that anyone can adjust and adapt to the difficult process of aging through personal efforts of learning. I enjoyed the time we had together. v vi TABLE OF CONTENTS Page ACKNOWLEDGEMENTS.................................................................................................v LIST OF TABLES............................................................................................................. ix LIST OF FIGURES .............................................................................................................x CHAPTER 1 INTRODUCTION TO RESEARCH.................................................................1 Self-Directed Learning (SDL)...........................................................................2 Older Adults and Late Life Adjustments...........................................................6 Problem Statement...........................................................................................11 Purpose of the Study ........................................................................................13 Significance......................................................................................................13 Definition of Terms..........................................................................................15 2 REVIEW OF THE LITERATURE .................................................................17 Part One - Historical Foundations of Self-Directed Learning .........................18 Part Two - Adult Development and Late Life Adjustments............................31 Part Three - Current Research on Self-Directed Learning...............................49 Conclusions......................................................................................................65 3 METHODOLOGY ..........................................................................................67 Design of the Study..........................................................................................67 Criteria Used in Selecting the Sample .............................................................70 Sample Selection..............................................................................................77 vi vii Data Collection................................................................................................80 Pilot Study........................................................................................................84 Data Analysis...................................................................................................85 Validity and Reliability....................................................................................87 Assumptions and Orientation of the Researcher..............................................90 Summary..........................................................................................................91 4 PARTICIPANT PROFILES............................................................................92 Introduction to Participants..............................................................................93 Robert...............................................................................................................94 Norman ............................................................................................................99 Betty...............................................................................................................102 Sue..................................................................................................................106 Bill..................................................................................................................109 Hattie..............................................................................................................112 Dora................................................................................................................115 Wilbur ............................................................................................................118 Charlie............................................................................................................121 Thelma ...........................................................................................................125 Summary........................................................................................................129
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