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Advances in Social Sciences Research Journal – Vol. 10, No. 5
Publication Date: May 25, 2023
DOI:10.14738/assrj.105.14495.
Cheng, L.-Y., Say, J., Chang, W.-J. A., & Say, D. (2023). Action Research on the Application of Intergenerational Learning Guidance
Through Online Curriculum. Advances in Social Sciences Research Journal, 10(5). 30-36.
Services for Science and Education – United Kingdom
Action Research on the Application of Intergenerational
Learning Guidance Through Online Curriculum
Li- Yuan Cheng
Department of Sports Science,
National Tsinghua University, Hsinchu, Taiwan
Joyce Say
Department of Educational Psychology and Counseling,
National Tsinghua University, Hsinchu, Taiwan
Wan- Jing April Chang
Department of Educational Psychology and Counseling,
National Tsinghua University, Hsinchu, Taiwan
Dietermar Say
Department of Educational Psychology and Counseling,
National Tsinghua University, Hsinchu, Taiwan
ABSTRACT
Taiwan is at present encountering both low rates of birth and a maturing populace,
prompting decreased open doors for intergenerational contact. Chronic diseases,
disability, and dementia are all consequences of physical decline with age. This
study aims to investigate the impact of intergenerational learning strategies
applied to the elderly sports. An online curriculum for whom the teachers to guide
the students to teach the elders. Through action research, teachers continuously
reflected on and updated the elderly sports instruction curriculum to helped
students designed exercise programs that improved students' stereotypical
perceptions of the elderly and promoted intergenerational integration by
promoting physical for the elderly. Purposive sampling and action research were
used in this studied. The subjects of the studied were 16 elderly sports instruction
curriculum students and one teacher. The primary objective is for students to
considered and revised the course material based on elderly feedback. Through
triangulation with outside experts, this studied will conduct qualitative data
analysis. which will also collect feedback and observed how the two generations
interacted with one another.
Keywords: Intergenerational learning, Elderly sports, Curriculum design, Taiwan, Online
courses.
INTRODUCTION
Although technological advancements have slowed down aging, it cannot be stopped entirely.
Healthcare, society, and the economy are just a few areas where the aging of our population has
had an impact. For instance, there is a requirement for long haul care, destitution among the
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Cheng, L.-Y., Say, J., Chang, W.-J. A., & Say, D. (2023). Action Research on the Application of Intergenerational Learning Guidance Through Online
Curriculum. Advances in Social Sciences Research Journal, 10(5). 30-36.
URL: http://dx.doi.org/10.14738/assrj.105.14495
older, and evenhanded dissemination of intergenerational assets [1]. Through appropriate
exercise or learning activities, older adults can maintain their physical health, delay aging, and
reduce accidents. According to [2], shared learning activities between different generations can
improved young people's understanding of aging, reduce tensions between generations, and
promote communication. Intergenerational service-learning designs have also been shown to
improve young people's attitudes toward older adults in other studies [3, 4, 5].
Intergenerational Teaching Designs
A physical education online curriculum class called intergenerational learning allows older
people to interact with younger students. The objective is for the students to implement
instruction and facilitate generational dialogue. According to [5], designs for intergenerational
education that encourage interaction between older adults and younger people can change how
they view each other. Students are able to design online exercise courses and lead elderly
participants through the online course even under the restrictions imposed by the pandemic.
The Role of Teachers
The teachers use their own senior fitness instruction course as a research field because they
are both teachers and researchers. According to [6], senior fitness instructors' primary focus is
on promoting health and improving functional fitness for the elderly population in order to
preserve their independence. The foundation of senior fitness is equipping the elderly with the
appropriate exercise knowledge and physical activity skills necessary to cultivate consistent
exercise routines, enhance their quality of life, and foster physical and mental health. Increased
opportunities for students to interact with older adults can lead to more positive attitudes
toward them, according to recent research on intergenerational learning implemented on
Taiwanese campuses [7, 8, 9]. Particularly when it occurs with the assistance of universities.
According to [10], effective higher education can encourage older adults to make more
productive contributions to their communities, which is why universities play an important
role in promoting intergenerational learning.
LITERATURE REVIEW
A short survey of the writing expects to examine the effect of intergenerational learning
systems applied to the old games guidance educational program on educators through activity
research. Purposive sampling and action research were used in this study. Journals, articles,
and actual experimental methods are secondary sources of data.
The Purpose of Co- Learning with Students
The method of co-learning with understudies is for the analyst to notice the association
between the two ages and gather the understudies' finish of-term growth opportunities. In
order to put into practice, the fundamental principle of the course that is centered on
"students," the teachers are able to incorporate methods of observation, reflection, and
modification. The core value is that students should be able to better comprehend the social
context and adaptation of the elderly, that elderly students should be valued as a valuable
resource on the university campus, that intergenerational communication and understanding
should be encouraged, and that senior fitness instruction should be more effective. In Europe
and the United States, the idea of teachers as researchers have gained traction in recent years.
where the teachers are the ones who actually put the school curriculum into action and are
most familiar with the challenges that come with it. Through the implementation of curriculum
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 10, Issue 5, May-2023
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and teaching reforms, teachers improve their teaching quality, research their own teaching, and
formulate their own teaching philosophy. As a result, teachers' professional development relies
heavily on action research [11]. In order to investigate the process and efficacy of
intergenerational learning as well as its effect on the researcher's implementation of senior
fitness instruction, this study employs an action research design and qualitative methods.
Research Objectives
The following points are the focus of the study:
• To investigate the impact of intergenerational learning strategies
• Using action research, develop a plan for intergenerational learning that encourages elders
to exercise and learn.
Research Questions
The study aims to answer two important questions about the following issues:
1. How is the implementation of action research on "Intergenerational learning strategies in
elders to exercise instruction" affected by these factors?
2. What kind of professional development does participate in action research on
"Intergenerational learning strategies in elders exercise instruction" provide instructors?
METHODOLOGY
This study employs triangulation and action research to examine qualitative data. There are
sixteen students, 10 of whom are male and 6 of whom are female, and they are all in their third
year. who took the Aging Exercise Instruction course in the years 2021 and 2022, as well as one
teacher (the researcher), were chosen as the subjects of the study. In view of the understudy's
finish of-semester learning reflections, the educator's appearance, and outer master criticism.
The outside specialists are around two researchers with experience in directing
intergenerational learning methodologies. For a total of 17 weeks, the experimental period
began on February 15, 2022, and ended on June 30, 2022. Classes were held once per week,
lasting two hours each, for a total of 120 minutes per week.
Teaching Design
Table 1 Course Design
Weeks Topics Detail Contents
Weeks 1-9 Introduction to theory Physical and mental characteristics of elderly people, and
guidelines for teaching elderly exercise.
Weeks 10-12 Intergenerational
Curriculum Design
Students are divided into four groups to design different elderly
exercise content (two groups for bodyweight exercises and two
groups for equipment exercises), and create online exercise
videos.
Weeks 13-16 Intergenerational
Teaching Practice
Due to the pandemic, physical exercise classes were replaced by
online exercise classes (16 university students and 35 elderly
participants in four groups)
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Cheng, L.-Y., Say, J., Chang, W.-J. A., & Say, D. (2023). Action Research on the Application of Intergenerational Learning Guidance Through Online
Curriculum. Advances in Social Sciences Research Journal, 10(5). 30-36.
URL: http://dx.doi.org/10.14738/assrj.105.14495
Teaching Procedures
Table 2 Teaching Procedures
Procedures Teaching Contents
During the Teaching Practice The elderly participants watched the different groups designed online
exercise videos.
Followed along at home, while the student designers provided verbal
instructions through online communication platforms.
After the Exercise Videos The elderly participants and university students discussed their feelings.
Provided feedback through online communication platforms.
Students based their final reports on their experiences in Intergenerational Teaching Practice
Review and Final Reflections in week 17.
FINDING AND ANALYSIS
This study employs qualitative research, qualitative data coding, and a variety of data sources,
including student learning reflections at the end of the semester, teacher reflections, and
feedback from external experts. "External expert feedback," "students' end-of-semester
learning reflections," and "teacher reflections" were all gathered.
Qualitative Data Coding and Analysis
Table 3: Reflections Feedback according to Learning
Reflections Feedback Coding Codes Represents
Expert Feedback
Records
EE-1110520A Represents external expert A’s feedback record on May 20th
,
2022.
Students’ End-of- Semester Reflections
RR-SA-01-01 Represents student A’s first end-of-semester reflection, with
the first sub-item of the reflection content.
Teacher Reflections TR-1110321 Represent the teacher’s reflection on March 21st, , 2022.
Cross- verification of Multiple Data Sources through multiple
data collection methods: comparing and cross- checking
student’s learning reflections:
1. Students’ learning reflections, teacher reflections, and
external expert feedback records
This study aims to obtain objective, true, and accurate
results to increase the reliability of the research.
RESULTS AND DISCUSSION
Qualitative Data Coding and Analysis
From the two exploration questions, Q1. What factors influenced the instructors'
implementation of the action research titled "Intergenerational learning strategy applied in
elderly exercise instruction"? The answer is that the teachers' implementation of the action
research process was influenced by two factors that were divided into two distinct stages: the
underlying stage and the later stage, see beneath:
The Initial Stage:
The factors that influenced the implementation of the action research on "Inter-generational
Learning Strategies for Elderly Exercise Instruction" was improving students' willingness to
choose courses and their motivation to learn, as well as resolving teaching issues. Some
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 10, Issue 5, May-2023
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students dropped out of the course due to a lack of interest after the outline was presented in
the first week of class. To upgrade their course determination eagerness, the specialist
convenient changed the training content and techniques to improve their learning interest, see
the accompanying focuses:
Table 4 The Implementation of the Action in the Initial Stage
Data Coding Codes Outcomes
(EE-1110220) Expert Feedback
Records
Found that changing the teaching methods could improve students’
course selection willingness.
(TR-110321) Teacher
Reflections
Effectively prevented students from dozing off and playing with their
mobile phones (First class indoors and Second class outdoors).
(RR-SA-3-3) Students’ End of
Semester Reflections
Changing the teaching method made the course more interesting.
(RR-SC-4-6) Students’ End of
Semester Reflections
The teacher allowed the students to use their mobile phones to chat
with their grandparents.
Hearing grandparent’s voices made the students happy and excited for
their visit during the holiday.
The Later Stage:
In the later stage, the elements that impacted the execution of the activity research by the
teachers were interest and the craving to assist understudies with pondering planning exercise
programs according to alternate points of view to advance the physical and psychological
wellness of the old. The teacher observed shifts in the students' learning attitudes as they made
adjustments to the curriculum and teaching methods based on their own expertise. As a result,
they were more willing to assist students in exploring additional career development
opportunities and assisting them in designing exercise programs to promote the physical and
mental health of the elderly.
For instance:
• Seeing the improvement in understudies' fixation and excitement in class because of the
teacher's change of instructing strategies.
• Increasing the teacher's willingness to work in the classroom.
• The students filmed their designed materials in online classes as they adapted to the
pandemic and switched to online exercise classes.
• This allowed them to reflect on their work and make adjustments based on elderly feedback.
• The teacher participated in the process of coming up with alternative options for the
equipment and came up with the idea of putting books in a backpack to make them heavier
so that the elderly could train their muscle strength and endurance.
Professional Growth of Intergenerational Learning
The teacher’s professional growth included a sense of achievement, learning to use new
teaching media, and promoting continuous reflection and revision of course content. Based on
the research question number two, Q2: In the action research process of “Intergenerational
Learning Strategies in Senior Exercise Instruction,” what professional growth did the teacher
achieve?
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Cheng, L.-Y., Say, J., Chang, W.-J. A., & Say, D. (2023). Action Research on the Application of Intergenerational Learning Guidance Through Online
Curriculum. Advances in Social Sciences Research Journal, 10(5). 30-36.
URL: http://dx.doi.org/10.14738/assrj.105.14495
Achieving a Sense of Accomplishment (Feedbacks):
• A sense of accomplishment comes from witnessing the student's joyful learning experience
from the beginning.
• The comments from elderly people inspired me to create more thoughtful exercise
programs.
• Improve teaching methods and content to pique the interest of students and encourage
senior citizens to teach them safe exercise techniques.
• Recognized and observed positive shifts in their learning attitudes.
Learn New Teaching Medias:
• Online courses replaced intergenerational learning as a response to the pandemic.
• Able to observe online the interactions between elders and students.
• Learn how to edit videos with interactive software, record voiceovers, and more.
• A sense of accomplishment following completion of the curriculum courses by promoting
senior health.
Promoting Educators to Reflect and Revise
• The classroom has been filled with joy, laughter, and smiles since students were allowed to
chat with their grandparents on their phones during class.
• Teachers had the option to improve and find more issues, track down remedial strategies,
and keep on developing.
CONCLUSION
In conclusion, the initial objective of resolving teaching issues, increasing students' interest in
learning, and willingness to choose a course, as well as the subsequent objective of pursuing
personal interests and assisting others, all had an impact on the action research process of
implementing intergenerational learning strategies in senior sports instruction. Besides
enhancing student interest in learning and course selection. In a similar vein, teachers' primary
areas of professional development during the action research process of "applying
intergenerational learning strategies in senior sports instruction" include a sense of
accomplishment, mastering new teaching methods, and encouraging ongoing course content
revision and reflection.
LIMITATION
• Implementing online sports courses is difficult because only verbal instruction can be given,
and close guidance cannot be provided.
• Elders may have trouble using computers, making it difficult for them to take
intergenerational online classes.
• Because online courses make it hard to create a learning environment, the teachers need to
use a variety of teaching methods and constantly foster an environment where university
students and elders can interact.
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 10, Issue 5, May-2023
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RECOMMENDATIONS
• To encourage teachers to participate in action research and investigate how
intergenerational learning strategies can be utilized in a variety of educational settings.
• To give more expert preparation and backing for teachers to learn new showing media and
techniques.
• To educate the general public about the significance and advantages of intergenerational
education and to encourage increased community participation and support
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