The research reported in this study concerns older adults from Australia who voluntarily chose to learn the craft of woodturning. Semi-structured interviews and a survey questionnaire were distributed to members of a woodturning club to explore their motivations and the processes by which they learned how to woodturn. The findings indicated that participants' motivation could be construed as both intrinsic and extrinsic. They used seven approaches to learning – structured courses, instruction from convenors, modelling/watching/demonstrations, guided practice and monitoring by convenors, trial and error with practice, advice and help from peers and reading. Finally, the positive climate of the organisation was found to be particularly important to the older learners.
Australian National Training Authority (ANTA) (2003) Increasing the Vocational Education and Training Participation and Achievement of Mature Aged Workers: Ideas for Action.Canberra: ACT.
2.
ArsenaultNAndersonG, (1998) ‘New learning horizons for older adults’, Journal of Physical Education, Recreation and Dance, vol 69(3), pp. 27–31.
3.
Boulton-LewisGBuysLLovie-KitchinJ, (2006) ‘Learning and active aging’, Educational Gerontology, vol 32, pp. 271–282.
4.
Boulton-LewisGMartonFLewisD CWilssL, (2000) ‘Learning in formal and informal contexts: Conceptions and strategies of Aboriginal and Torres Strait Islander university students’, Learning and Instruction, vol 10(5), pp. 393–414.
5.
CavanaR YDelahayeB LSekaranU, (2001) Applied Business Research: Qualitative and Quantitative Methods.Brisbane, Qld: John Wiley & Sons, Australia.
6.
ChappellCHawkeGRhodesCSolomonN, (2003) Major Research Program for Older Workers Stage 1 – The Conceptual Framework.Sydney: OVAL Research, University of Technology, Sydney.
7.
ConoverE, (2001) The Lathe Book: A Complete Guide to the Machine and its Accessorie.Newtown, CT: Taunton Press.
DanielDTemplingRShearonS, (1977) ‘The value orientations of older adults toward education’, Educational Gerontology, vol 2(1), pp. 39–46.
10.
Department of Education, Science and Training (2003) Adult Learning in Australia: A Consultation Paper.Canberra: Australian Government, Commonwealth of Australia.
11.
DohmenG, (1998) ‘Lifelong learning for all: What can be done to promote lifelong learning’, Paper given at How Adults Learn Conference, Georgetown University Conference Center, Washington, DC, April 6–8, 1998.
12.
FindsenB, (2003) ‘“Older adults” communities of learning and practice’. Paper given at the Communities of Learning: Communities of Practice 43rd Annual ALA National conference of the Adult Learning Australia, 27–30 November, http://www.ala.asn.au/conf/2003/findsen.pdf 6 April 2006.
13.
FisherJ C, (1998) ‘Major streams of research probing older adult learning’, New Directions for adult and continuing education, vol 77, Spring, pp. 27–39.
14.
FisherM, (2003) ‘Informal learning of seniors in Canadian society’, NALL working paper, Ottawa, Canada: Social Sciences and Humanities Research Council Canada. (ERIC Document Reproduction Service No. ED 478 124).
15.
FryP S, (1992) ‘A consideration of cognitive factors in the learning and education of older adults’, International review of education, vol 38(4), pp. 303–325.
16.
GeladeSCattsRGerberR, (2003) Securing Success: Good Practice in Training People Aged 45 and Over who are Disadvantaged in the Labour Market.Canberra: Department of Communications, Information Technology and the Arts.
17.
GlaserBStraussA, (1967) The Discovery of Grounded Theory.Chicago: Aldine.
18.
GoldingB, (2006) ‘Shedding light on new spaces for older men in Australia’, Quest, vol 1, Autumn, 18–20, p. 26.
19.
GrayLMcGregorJ, (2003) ‘Human resource development and older workers: Stereotypes in New Zealand’, Asia Pacific Journal of Human Resources, vol 41(3), pp. 338–353.
20.
KearnsP, (2005) Achieving Australia as an Inclusive Learning Society: A Report of Future Directions for Lifelong Learning in Australia.Canberra: Adult Learning Australia.
21.
KeenMMahantySSauvageJ, (2006) ‘Sustainability assessment and local government: Achieving innovation through practitioner networks’, Local Environment, vol 11(2), pp. 201–216.
22.
KimAMerriamS, (2004) Motivations for Learning Among Older Adults in a Learning in Retirement Institute, Educational Gerontology, vol 30, pp. 441–455.
23.
KnowlesM, (1998) The Adult Learner: A Neglected Species (5th ed.). Houston: Gulf Publishing.
24.
KolbD A, (1985) Learning Style Inventory.Boston: McBer.
25.
LambRBradyE M, (2005) ‘Participation in lifelong learning institutes: What turns members on?’Educational Gerontology, vol 31, pp. 207–224.
26.
LaveJWengerE, (1991) Situated Learning: Legitimate Peripheral Participation.Cambridge: Cambridge University Press.
27.
Lifelong Learning Council Qld Inc (2002) ‘Lifelong learning and community based leanring: Background information paper’, Prepared for Adult Learning Australia (Qld) Branch, Brisbane.
28.
MacNeilR D, (1998) ‘Leisure, lifelong learning, and older adults: A conceptual overview’, Journal of Physical Education, Recreation & Dance, vol 69(2), pp. 26–29.
29.
MayhornC BStrongeA J, (2004) ‘Older adults, computer training and the systems approach: A formula for success’, Educational Gerontology, vol 30, pp. 185–203.
PattonM, (1990) Qualitative Evaluation and Research Methods.Newbury Park, CA: Sage.
32.
RubensonKBeddieF, (2004) Policy Formation in Adult Education and Training’. In FoleyG, (ed.) Dimensions of Adult Learning, pp.153–166. Crows Nest, NSW: Allen & Unwin.
33.
SchmidtBMaximiliansL, (2007) ‘Older employee behaviour and interest in continuing education’, Journal of Adult and Continuing Education, vol 13(2), pp. 156–174.
34.
SchneiderK, (2003) ‘The significance of learning aging’, Educational Gerontology, vol 29, pp. 809–823.
35.
Spigner-LittlesDAndersonC E, (1999) ‘Constructivism: A paradigm for older learners’, Educational Gerontology, vol 25, pp. 203–209.
36.
TaylorTRoseJ, (2005) ‘Bridging the divide: Older learners and new technologies’, Paper presented to the AVTEC Conference, April.
37.
TruluckJ ECourtenayB C, (1999) ‘Learning style preferences among older adults’, Educational Gerontology, vol 25 (3), pp. 221–236.
38.
WengerE, (1998) Communities of Practice: Learning, Meaning and Identity.Cambridge: Cambridge University Press.
39.
WilliamsonA, (2000) ‘Gender issues in older adults' participation on learning: Viewpoints and experiences of learners in the University of the Third Age (U3A)’, Educational Gerontology.vol 26, pp. 49–66.
40.
WolfM A, (1998) ‘New approaches to the education of older adults’. New directions for adult and continuing education, vol 77, spring, pp. 15–25.
41.
World Health Organisation (WHO) (2002) ‘Active ageing: A policy framework. A contribution to the World Health Organization to the Second United Nations World Assembly on Ageing’, Madrid, Spain, April 2002. Retrieved April 6, 2006 from http://www.who.int/hpr/ageing/ActiveAgeing-PolicyFrame.pdf.
