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Drawing on qualitative data from 2003–2010 with 16 participants aged mid-70s to early 90s, the study uses phenomenological interpretation to elicit themes. Findings place the existential concept of time at the core of learning experiences, connecting later-life study to growth, development, and socio-cultural context.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/time-and-meaning-in-later-life-learning/594469/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/time-and-meaning-in-later-life-learning/594469.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the research?","Question",{"text":112,"@type":113},"To investigate the lived experiences of older adults as ICT learners and how learning relates to time and meaning in later life.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted?",{"text":117,"@type":113},"A qualitative methodology was used, with phenomenological interpretation drawing on case study analysis. Participants were interviewed twice over seven years (2003–2010).",{"name":119,"@type":110,"acceptedAnswer":120},"What major finding does the paper report?",{"text":121,"@type":113},"The existential concept of time is identified as being at the core of learning experiences, supporting growth and development in later life.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594469,1792208773,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Adult Learning Volume 51, Number 3, November 2011  \nTime and meaning in later-life learning  \nHelen Russell  \nUniversity of Technology, Sydney  \nWith an increase in life expectancy in modern complex communities, there will be a prolonged period, post-retirement, in which older adults will seek meaningful projects. Juxtaposed with the longer period after retirement is the realisation that life is nearing the end. This paper draws on research undertaken from 2003–2010. The purpose of the research was to investigate the lived experiences of Information and Communication Technologies (ICT) learners. The participants identified as being in the post-work phase of their lives and their ages ranged from the mid-70s to the early 90s as at 2010. The study used a qualitative methodology and interpretations were elicited from a phenomenological perspective. A significant finding from the study was that the existential concept of time was at the core of the learning experiences and their need to develop and grow.  \n548 Helen Russell  \nIntroduction  \nAs modern complex societies enter an era of a ‘top-heavy’ population the older adults in these communities will be faced with the existential questions of the purpose of their life, coupled with the tensions ofthe need to grow and develop. With an increase in life expectancy, there will be a prolonged period, post-retirement, in which older adults will seek meaningful projects. Juxtaposed with the longer period after retirement is the realisation that life is nearing the end. These two aspects of time (having time on their hands and time is running out) are considered important in understanding and interpreting the lived experience of learning in later life.  \nThis paper is based on a qualitative study of 16 older, adult, Information and Communication Technologies (ICT) learners. Participants’ ages ranged from mid-70s to early-90s (as at 2010) . Participants were interviewed twice over a period of seven years, from 2003 to 2010. The purpose of the study was to investigate the lived experiences of older adults in learning to use and using a range of ICT. Case study analysis provided data that drew on phenomenological interpretation to elicit themes. A significant existential theme to emerge was time. The unique time period in the lives of older adults, not constrained by the demands of work commitments and career decisions, provides an opportunity for significant growth and development with an increasing focus on time and meaning.  \nGrounding studies of later-life learning in the socio-cultural world  \nMany authors highlight the need to ground human research design and interpretation in a socio-cultural context because of the generally held belief that humans are inseparable from their social, cultural and historical context (van Manen 1997; Williamson 1998; Illeris 2002; Findsen 2005; Jarvis 2007) . In studies of older adulthood, an understanding of the social context of ageing is considered essential  \nTime and meaning in later-life learning 549  \nbecause of the belief that the self and ageing are socially constructed in unique and complex ways (Tennant 1997; Thorson 2000; Findsen 2005; Jarvis, 2001a, 2007). Findsen (2005) highlights the need for greater understanding of later-life learning experiences in the broader cultural, political, economic and social circumstances of older adults, in other words, their lived experiences. For older adults in modern complex societies, the socio-cultural context has changed over time and those now in later life ‘need the skills to manage more complex lives’(Clifton 2009: 19) .  \nThe rise in older adult organisations and retirement villages, and the increasing number of older people travelling, suggests a re-defining of old age that maybe explained by the notion of development as an‘ongoing dialectical process’(Tennant 1997: 54) . This developmental process is believed to occur in response to the modern changing world in which individu","cbCaiv2mbgFdMKGX","https://ap.wps.com/l/cbCaiv2mbgFdMKGX","pdf",203048,"English","# Introduction\n## Grounding studies of later-life learning in the socio-cultural world\n# Time and meaning in later-life learning","[{\"question\":\"What is the purpose of the research?\",\"answer\":\"To investigate the lived experiences of older adults as ICT learners and how learning relates to time and meaning in later life.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"A qualitative methodology was used, with phenomenological interpretation drawing on case study analysis. Participants were interviewed twice over seven years (2003–2010).\"},{\"question\":\"What major finding does the paper report?\",\"answer\":\"The existential concept of time is identified as being at the core of learning experiences, supporting growth and development in later life.\"}]","Time and meaning in later-life learning | PDF",1792079223,48]