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Exploring the Dynamic Process of Older Adult Learners Recognizing Young University Students as Teachers in Reverse Education: A Case Study in China

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  • Hao Cheng
  • Keyi Lyu

Abstract

Reverse education, where younger individuals teach older adults, has gained prominence but lacks comprehensive understanding regarding its dynamics and impacts. This study addresses this gap by exploring the cognitive processes of older adult learners who view young university students as their teachers. Through semi-structured interviews with 12 older adults learning to use smartphones, we identify and analyse 3 critical stages of their cognitive journey: pre-teaching, teaching interaction, and learning reflection. In the pre-teaching stage, older adults accept young students as teachers primarily due to the perceived authority of the educational institution. During the teaching interaction stage, they recognize the value of the younger generation’s teaching abilities and emotional support. In the learning reflection stage, older adults emphasize the quality of their learning experience and personal growth when evaluating young students as teachers. Our findings provide a nuanced understanding of why older adult learners embrace reverse education, highlighting the importance of teaching competencies and emotional engagement. These insights have significant implications for enhancing reverse education practices and the professional development of educators in senior university settings.

Suggested Citation

  • Hao Cheng & Keyi Lyu, 2024. "Exploring the Dynamic Process of Older Adult Learners Recognizing Young University Students as Teachers in Reverse Education: A Case Study in China," SAGE Open, , vol. 14(3), pages 21582440241, September.
    • Handle: RePEc:sae:sagope:v:14:y:2024:i:3:p:21582440241284567
    DOI: 10.1177/21582440241284567
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    References listed on IDEAS

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    1. Hao Cheng & Keyi Lyu & Jiacheng Li & Hoiyan Shiu, 2021. "Bridging the Digital Divide for Rural Older Adults by Family Intergenerational Learning: A Classroom Case in a Rural Primary School in China," IJERPH, MDPI, vol. 19(1), pages 1-16, December.
    2. Michael A. McPherson, 2006. "Determinants of How Students Evaluate Teachers," The Journal of Economic Education, Taylor & Francis Journals, vol. 37(1), pages 3-20, January.
    3. Sabrina Schneider & Michael Leyer, 2019. "Me or information technology? Adoption of artificial intelligence in the delegation of personal strategic decisions," Managerial and Decision Economics, John Wiley & Sons, Ltd., vol. 40(3), pages 223-231, April.
    4. A. S. Gessl & S. Schlögl & N. Mevenkamp, 2019. "On the perceptions and acceptance of artificially intelligent robotics and the psychology of the future elderly," Behaviour and Information Technology, Taylor & Francis Journals, vol. 38(11), pages 1068-1087, November.
    5. João Mariano & Sibila Marques & Miguel R. Ramos & Filomena Gerardo & Cátia Lage da Cunha & Andrey Girenko & Jan Alexandersson & Bernard Stree & Michele Lamanna & Maurizio Lorenzatto & Louise Pierrel M, 2022. "Too old for technology? Stereotype threat and technology use by older adults," Behaviour and Information Technology, Taylor & Francis Journals, vol. 41(7), pages 1503-1514, May.
    6. Edmore Mwandiringana & Jingzhong Ye, 2021. "Battle for legitimacy: revisiting autochthony and (re)invented authority in Zimbabwe’s resettlement areas," Review of African Political Economy, Taylor & Francis Journals, vol. 48(168), pages 217-234, April.
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