1. Road Scholars
Adventures in Lifelong Learning
By: Amanda Bolin, Andrew Buckle, Sara Pratt
Scott Rafalski, Paul Starr

2. Introduction to Road Scholars
Findings
Applications
Evaluation
Implication
Conclusion
Topics to be Covered

3. Introduction
The purpose of our project was to investigate and learn an adult learning theory (andragogy) and
then to link it to some educational programs (The Road Scholars Program). This then allowed us to
design and create our own learning program based on this adult learning theory and research into
various educational programs. This program creation was then given to a couple of educators for
review and critique. This information was then used to re-evaluate the program and make changes as
necessary.
Andragogy can be defined as the methods or techniques used to teach adults: Many educators
believe that the principles of andragogy, as advanced by Malcolm Knowles, have great relevance to
adult education.
Road Scholars is an international program directed at retired seniors to engage in lifelong learning
pursuits (Elderhostel, Inc., 2013). Although the program offers a myriad of choices, locations, and
educational opportunities, the concern for many who may find themselves on fixed incomes, is a
financial barrier to participating.
Our program design was meant to provide elderly learners the opportunity to engage in the learning
process in a low cost, local and interest based format. This can be done through self-directed
learning in which individuals take the initiative, with or without assistance, in diagnosing their
learning needs (Corporate Training Partners, 2009). This program seeks to partner with local
community stores, senior centers, and neighborhoods. Utilizing local community or senior centers
creates a low cost and engaging atmosphere to this demographic and minimizes planning out their
parts, freeing them to engage in the learning process more.

4. LITERATURE REVIEW FINDINGS
Findings
The literature review allowed us to really get an in depth understanding of andragogy. This
allowed us to grasp and understand the key differences that do exist between andragogy (adult
learning) and pedagogy (pre-adult ) A common theme within the literatures reviews was that this
theory was based on a set of assumptions.
1. Adults need to know the reason for learning something (Need to Know)
2. Experience (including error) provides the basis for learning activities (Foundation).
3. Adults need to be responsible for their decisions on education; involvement in the planning
and evaluation of their instruction (Self-concept).
4. Adults are most interested in learning subjects having immediate relevance to their work
and/or personal lives (Readiness).
5. Adult learning is problem-centered rather than content-oriented (Orientation).
6. Adults respond better to internal versus external motivators (Motivation).
Knowing that this theory is based on a set of assumptions thus brings a lot of critics to the
forefront that have disputed that andragogy isn’t really grand in substance, does little to expand
or clarify our understanding of the process of learning and has not been tested whatsoever as
being the basis of adult learning theory or a unifying model.

5. Main Features of the Programs Reviewed
Continued Findings….
Road Scholars
Road Scholars offer learning adventures in all 50 of the United States of America and over 150 different
countries around the world. As a branch of Elderhostel Incorporated, Road Scholars offers learning
opportunities to adults in non -credit programs in many academic and special interest fields. Scholars
are educated by local and renowned experts, experience in-depth and behind-the-scenes learning
opportunities, from cultural tours and study cruises to walking, and biking. The idea behind Road
Scholars was to provide further learning opportunities to the aging generation, often adults in a retired
professional status, without the stress of formal school work that is found in most post secondary
education opportunities. Additionally, it allows adults to benefit from the youth hostel concept that is
prevalent in many European nations. The Elderhostel program offers low cost and comfortable housing
with expert guides through an adventure, allowing peer and expert discourse, questioning and further
intellectual development to take place.
Corporate Training Consultants
Corporate Training Consultants Inc. was created in 1992 and is based out of Chicago, Illinois. The
targeted learners for the program are individuals in the field of retail, manufacturing, financial services,
transportation, utilities, non-profits and adults seeking higher education. The purpose of Corporate
Training Consultants Inc. is to keep employees productive while enabling them to continue to
learn. The program uses self-directed learning in which individuals take the initiative to diagnose their
learning needs, formulating their learning goals, identify human and material resources for learning,
choose and implement appropriate learning strategies, and the adult learner will be able to evaluate
their learning outcome. Corporate Training Consultants’ objectives are to retool an adult student’s skill
set from passive to active learning. Also, it provides information that is relevant to everyone, from new
hires to senior management. This program enables learners to learn only what they need to acquire
and develop self-directed learning skills which can also be congruent towards a life of learning.

6. Our group sought to create a learning environment that took the elements of
Andragogy to a specific group of people we felt were often left out of educational
opportunities. As mentioned previously, Road Scholars present one of option, but
with rising health care cost, fixed incomes for many in the retired community, this
venue seemed too limiting. Our response to this, was a community centered, interest
based learning environment through partnerships with other local services and
businesses to create a low cost educational based program to further the skill sets of
the aging population.
The program is housed in local community centers and can utilize local garden
centers, nutritional clinics, recreational businesses and much more. These business
partnerships are able to present their products to students and share their expertise
knowledge with participants creating a learning opportunity for further skill
development and knowledge attainment. Students then are provided peer
collaboration and workshop time to use these newly learned skills with the support
of the local expert and peers. In one such example, we discuss the use of a local
nursery to share gardening and planting tips. Students are then encouraged to apply
these skills in their home or community as a response.
Application

7. With the support of two adult education representatives, we were able to
get useful critiques of our original program design. One concept that
became apparent in our planning stages is that we made several inferences
about what we believed students in our target group would want to learn,
yet did not use them as a resource in the planning stages. As the planning
team, we made assumptions to what our students would like to learn, and
should have incorporated student interests from direct data collection or
having them on a planning team to begin with.
A second critique came up that our focus was potentially too small, and
that our design could be utilized in more than one venue. Both evaluators
saw partnerships with community centers, but also with k-12 school
systems as well as health centers such as hospitals and dieting clinics for
these partnerships. This provided our target students more avenues to
engage the community and give back, as well as improve their own quality
of life from the education they received from the events.
Evaluation

8. After reviewing and having our program evaluated, we conclude that this program could
have the ability to branch out to other community networks, such as daycare programs for
elderly to give back to the community by educating children – the elderly population can
share their wisdom and enlighten children of their history and differences from today to
back then. Also allowing a “break” for parents who are working full time along with
raising their children.
Also, we felt from our evaluation we could enhance our program with more nutrition
topics or meal service programs. The elderly population is often at nutrition risk due to
decrease in appetite, change in taste buds, possibly living alone, and may be challenged
with complex health issues. Offering these additional service programs/resources can
prevent malnourished and dehydrated elders.
Implication

9. Our group feels that we have a great avenue for building up the community and allowing
for a lifelong learning model directed toward a population that is often not thought for,
the elderly. Initially looking for business and community partnerships, we discovered we
missed one of the biggest partnerships of all, having someone in our target demographic
be a part of the planning stages. In Knowle’s Andragogy theory it is important that the
students in a program feel as though they are connected with the content and learn it for
the sake of learning, not because it is dictated to them.
Therefore, for our final design we are offering a program collaborated with a daycare
service for seniors to spend time with children to enhance their learning and share their
wisdom. Also, provide a meal service program to offer social support and meal time
together, along with preventing nutrition complications.
With these additions, we feel our program design will boost the morale of the community
for senior living.
Conclusion

10. Corporate Training Partners (2009). Self-directed learning:
Be your own chief learning officer. Retrieved from
http://www.selfdirectedlearning.org
Elderhostel, Inc. (2013). Road scholar: Adventures in
lifelong learning. Retrieved from http://www.
Roadscholar,org/
Merriam, S., Caffarella, R., & Baumgartner, L. (2007),
Learning in adulthood: A comprehensive guide.
References