Many adults must go into debt in order to complete the education or training they desire, even need; many adults cannot even afford to begin. We need to identify alternative methods for assisting adult learners to fund their learning activities.
For example, researchers examining the relationship between learning and healthy aging have found that older adults engaged in learning contribute more to their community and make better use of health-related resources than older non-learners (Dench & Regan, 2000). Another group of researchers have found that learning that encourages the use of academic skills helps older adults maintain mental health (Cusack, Thompson & Rogers, 2003). If learning, mental health, physical fitness and contributions to society are related, perhaps alternatives could be found to make tuition and other learning-related fees tax deductions.
Potential lines of inquiry:
Finally, the research team identified two gaps that, while not knowledge gaps as such, indicate a fundamental underlying gap in how knowledge is used. These two gaps deal with: (1) the lack of application of existing knowledge in the design and delivery of learning opportunities for adult learners; and (2) the lack of integration among the different services that attend and support learning opportunities.
Jessome and Parks (2001), in writing about seniors' interactions with technology-based services, wonder why existing knowledge about the design and development of effective educational products, services, programs and environments for older adult learners are not being used by service and program providers. Experience and research provide knowledge about how best to design educational and information services for adults of all ages.
Angelo (1993), Davis (1993), Gardiner (1994), McKeachie (1994), Renner (1993) and Stage et al. (1998), among many others, write eloquently about how to improve all forms of instruction and learning through applying knowledge developed as a result of sound research. The work of these writers can be found in the literature related to higher education but very little of it has found its way into the adult education literature. Adult educators need to collaborate with writers and researchers in fields other than adult education to develop knowledge of value to adult learners. Lucrative fields that might be considered include: higher education, student development, adult development, student services, learning theory, cognitive style, learning style, constructivism, transformative learning, gerontology.
What is not clear is why educators are not able to make use of existing research-based knowledge about adult learning. Some possible problems include: existing knowledge is not readily available to educators; existing knowledge cannot be understood in application terms; existing knowledge is described in terms that are unfamiliar to practical educators.