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Aging and the Arts Online: Lessons Learned From Course Development and Implementation.

Jacqueline Eaton¹

¹a College of Nursing , University of Utah , Salt Lake City , Utah , USA.

Gerontology & Geriatrics Education

|April 7, 2016

Summary

This summary is machine-generated.

Integrating arts into gerontology education enhances learning. An online course on Aging and the Arts demonstrated effective pedagogical approaches, increasing student engagement and real-world application.

Keywords:

arts humanities online learning

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Area of Science:

Gerontology Education
Arts in Higher Education

Background:

Competency-based gerontology education requires humanities and arts integration for accreditation.
The "Aging and the Arts" course was developed over five years to meet this need.

Purpose of the Study:

To describe pedagogical approaches and lessons learned from developing and implementing an asynchronous online course on Aging and the Arts.
To assess student engagement and learning outcomes in an interdisciplinary online gerontology course.

Main Methods:

An asynchronous online course titled "Aging and the Arts" was implemented over five semesters.
Fifty graduate and undergraduate students from diverse disciplines participated.
Student feedback and course engagement metrics were collected.

Main Results:

Discipline diversity increased after the course was designated as a fine arts general education course.
Students appreciated multimedia resources but initially feared wiki creation.
Increased community engagement reduced online redundancy and enhanced real-world application.

Conclusions:

The visual nature of arts and aging is well-suited for interactive online learning.
The course design can be adapted for synchronous, hybrid, and face-to-face formats.
Growing art programs for older adults present opportunities for community-engaged learning.