Fisher, M. (2005) Informal learning of seniors in Canadian society. NALL Working Paper, Toronto: OISE/UT. Accessed November 14, 2005, from http://www.nall.ca/new/fisher.pdf

A report arising from the New Approaches to Lifelong Learning (NALL) survey (Livingstone, 1999) of informal learning in Canada. A post-retirement study of seniors revealed that many continue to be avid learners into extreme old age. Learning for these seniors is so interconnected with daily activities and relationships that they deem it to be as natural and necessary as breathing. The major implications have to do with program planning for older adults. As unprecedented numbers of people enter retirement in the near future, educational organizations, retirement residences, and community groups must consider resource allocations, program development, and interfacing of elder learning with the broader community for mutual benefit across the generations.

Fraser, J. (2002) Determinants of health maintenance among older adults learning to use computers. Ottawa: Confederation College of Applied Arts and Technology. Accessed November 12, 2005 from http://dev.www.uregina.ca/catalist/research/research.html

In this quantitative study, four groups of older adult learners completed an age-segregated program for learning to use a computer. The participants responded to ten questions which described their educational experience, as determinants of health maintenance. The strongest determinants of health maintenance were correlations between social and self-esteem, self-esteem and memory, other activities and lifelong learning, memory and lifelong learning, and memory and physical energy. The values for social, lifelong learning, memory improvement and physical energy were statistically significant. The participants identified their learning as a social experience.

Furst-Bowe, J.A. & Dillman, W. (2002) Identifying the needs of adult women in distance learning programs. International Journal of Instruction Media, 28 (4), 405-414.

A study examined the motives of adult female students for enrolling in distance learning programs, described their perceptions of the courses, and identified barriers they faced as they attempted to progress through their degree programs. Results of focus groups with 40 returning adult women were analyzed. Their needs were grouped into four general categories: (1) needs involving communication with instructors; (2) needs surrounding interactions with other students; (3) needs involving support services provided by the campus; and (4) personal needs, including support of spouses, family members, and employers. Themes from focus groups were then used to develop an online survey that was administered to 400 men and women enrolled in online courses. Findings suggested women return to college primarily for job-related reasons and deliberately select programs delivered via distance education because of the convenience of online courses and other types of distance education courses delivered at sites near their homes. Although students were satisfied with these programs and the programs appeared to enable women to balance school, work, and family demands, in some areas distance education programs still fell short of meeting student needs and expectations. Concerns were lack of feedback from instructors, lack of technical support, and inadequate advisement and student services.

Gaikezheyongai, S. (2000) Aboriginal-enhanced access to Native learning: A literacy project of the Native Women's Resource Centre. Toronto: Native Women's Resource Centre. Access November 15, 2005, from http://www.nald.ca/library/research/natlearn/cover.htm