OLDER ADULTS LEARNING PRODUCTIVITY IN TEAM AND INDIVIDUAL SETTINGS UTILIZING CRITERION REFERENCED INSTRUCTIONAL MODULES

Purpose. This research studied the utilization of criterion referenced instructional modules in two different classroom learning environments for older adult students. Specifically, the study sought to determine the learning interest level, the module completion level, the amount of instructional support required, the level, the amount of instructional support required, the levels of competency achieved, and the number of absences and dropouts experienced by older adult students in a team environment and in the more traditional individual environment.;Findings. The research findings revealed that: (1) Older adult students using the criterion reference instructional model in a team environment completed a significantly higher number of modules than older adult students using the criterion referenced instructional model in an individual environment. (2) Older adult students using the criterion referenced instructional model in an individual environment required significantly more instructional support than older adult students in the team environment. (3) Older adult students using the criterion referenced instructional model in a team environment achieved competency in more modules than older adult students using the criterion referenced instructional model in an individual environment. (4) Older adult students using the criterion referenced instructional model in a team environment had significantly less absence than older adult students using the criterion referenced instructional model in an individual environment. (5) Older adult students using the criterion referenced instructional model in a team environment had significantly less program drops than older adult students using the criterion referenced instructional model in an individual environment.;Implications of this Study. Implications of this study are: (1) The team environment provided a catalyst for peer participation. (2) The team environment can be utilized as a structure for greater participation on the part of handicapped older adults. (3) The team environment and the criterion referenced instructional model can reduce instructional costs. (4) Older adults have a need, a want, and can learn at all ages. (5) More research should be done with older adults between the ages of 60 and 95 to develop more effective and delivery systems and learning environments.;Recommendations. There is a need for adult education leaders to accept the changes in the composition of the older adult population of this country. Additional research should be conducted among the other age brackets of the older adult group in terms of settings, content, and delivery techniques. Further investigations are needed to develop more education programs and delivery techniques for the older adult.;Procedure. In this study, forty residents of the Willow Glen Villa Retirement Community were offered the opportunity to sign up for two courses being offered and were randomly assigned to two groups: 1 and 2. Participants experienced both environments and two curricula, and also completed a program evaluation.