The uses of peer learning with older adults in formal, non-formal and informal learning activities.

PROSPERO 2022 CRD42022307145

Available from: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD4202230714

Berger, Fabian

Jones, Kerry

Kubiak, Chris

Leu, Agnes

Markowski, Marianne

Miles, John

Miller, Denise A

Rumyantseva, Nataliya

Smith, Lorraine

Stoner, Charlotte R.

Vseteckova, Jitka

Vseteckova, J

Markowski, M

Miller, D

Stoner, C

Smith, L

Rumyantseva, N

Miles, J

Leu, A

Berger, F

Jones, K

Kubiak, C

ResearchSPace - Bath Spa University

The uses of peer learning with older adults in formal, non-formal and informal learning activities

Greenwich Academic Literature Archive

PROSPEROInternational prospective register of systematic reviews CitationJitka Vseteckova, Marianne Markowski, Denise Miller, Charlotte Stoner, Lorraine Smith, NataliyaRumyantseva, John Miles, Agnes Leu, Fabian Berger, Kerry Jones, Chris Kubiak. The uses of peer learningwith older adults in formal, non-formal and informal learning activities. PROSPERO 2022 CRD42022307145Available from: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42022307145 Review questionRQ: What are the reported forms of peer learning for older adults? Sub_RQ 1: In what way do these forms of learning take place and how do older adults engage with it? Sub_RQ 2: What are the benefits of these forms of learning for older adults and for the wider society?Sub-RQ 3: What are the barriers and facilitators for peer learning in the context of older adults? SearchesSearch StrategyThe search will include quantitative, qualitative and mixed methods studies as well as literature reviews.There will be no restrictions on study design or date. Language will be limited to English, French, Czech,German, Russian and Ukrainian. The search strategy will be created by an expert in systematic reviewsearching, in collaboration with the authors. It may include specific MESH terms. Once this strategy isfinalised, it will be adapted to the syntax and subject headings of the other databases.Database sThe following suggested electronic databases will be searched:1. PsycINFO (via EBSCO)2. CINAHL (via EBSCO)3. MEDLINE (via EBSCO)4. Education Research Complete5. ERIC (Education Resources Information Center) 6. Education research complete7. ASSIA: Applied Social Sciences Index and Abstracts 8. Web of Science9. ScopusAdditionally, grey literature will be searched in OpenGrey, Google and Google Scholar. A search strategy willbe developed to identify grey literature using the most relevant terms in exploratory and database searches.In addition, reference lists of all relevant studies, reviews and reports will be searched. Types of study to be included  [1 change]                               Page: 1 / 6PROSPEROInternational prospective register of systematic reviewsQualitative, quantitative, and mixed methods peer-reviewed studies. Grey literature including third sector andgovernment reports and briefings, educational theses, and conference proceedings.Inclusion criteria• Relate to older adults in formal, informal or non-formal learning activities• Describe a form of peer learning activity and explicitly labels it as such • Relate to the experience of the learner and describe its outcomes• Are published in English, French, Czech, German, Russian and Ukrainian• From 1978 to present Exclusion criteria• Do not relate a majority of older learners• Do not include the word “peer” in the activity• Do not consider itself as a peer-learning activity (e.g. group meditation, church sermon)• The learning activity was a single and situational event which does not allow transferability • book chapters • Are published languages other than English, French, Czech, German, Russian and Ukrainian • Published before 1977 Condition or domain being studiedThis review aims to systematically review the uses of peer learning activities in different settings and formats,which are accessed by older adults. It further aims to capture feedback on the learning experience as it isperceived by the older person.Peer learning is a key approach in offering and promoting learning and engagement with older adults fromdiverse backgrounds and different socio-economical contexts. Peer learning can be defined as occurringamong peers from similar social groupings, who are not professional teachers, helping each other to learnand in doing so, learning themselves (Topping & Ehly, 1998). The established benefits of peer learninginclude peer support and feedback, reducing stress and anxiety, increases in confidence and peers can berole models (Markowski et al., 2021; Secomb, 2008; Topping, 2005). There are however some challengeswith peer learning. These are centred around peer learners’ personalities and potentially having differentknowledge levels, which can cause misunderstandings or difficulties in collaborating (Secomb, 2008). In peerlearning there is the possibility that interactions could be perceived as competitive or intimidating events(McPake, 2019; Secomb, 2008) and therefore contribute to self-segregating and socially-divisive ‘learninginitiatives’. Participants/populationPopulations studied include:i) older adults who may have some form of health impairments (including co-morbidity), but not in a way thatit would stop them from learning ii) older adults who take part in either formal, non-formal or informal learning activities which include an                               Page: 2 / 6PROSPEROInternational prospective register of systematic reviewselement of labelled ‘peer learning’ iii) Older adults defined as over the age of 65 years. Although literature found may vary with the age startingpoint, we will consider literature where it addresses older adults not in employment anymore. iv) There are no restrictions as to the location of older learners. Intervention(s), exposure(s)The forms of peer learning orchestrated in formal, non-formal and informal learning activities and how thesecontribute to the learners’ experience. Comparator(s)/controlNot applicable Context Main outcome(s)  [1 change]The main outcomes of interest are in the forms of the orchestrated peer activities in formal, non-formal andinformal learning activities and how these contribute to the learners’ experience. It is expected thatoutcomes will be diverse and context-specific, therefore it is not possible to produce an exhaustive list at theoutset. However, we do expect to find peer activities in formal, non-formal and informal learning activities tobe centred around:• Peer learning in form of peer teaching or peer tutoring (e.g. language learning)• Peer learning in form of peer assisted learning, which may use some form of help such as checklists, orstructured activities (e.g. health support when managing dementia or diabetes)• Peer learning in form of peer coaching (e.g. physical activities)• Learning through peer support and interaction (e.g. carers support)• Learning through peer mentoring, championing (e.g. gaining IT skills)We are also keen to assess throughout the self-reported health and well-being outcomes associated withpeer learning - we would be looking for an indication on how participating in peer learning/mentoring/supportcontributes to their overall physical /mental health and well-being. Additional outcome(s)  [1 change]‘Informal learning is defined as learning resulting from daily life activities related to family, work or leisure assuch it contributes to both physical and mental health and well-being'. We are therefore interested in whatthe literature reports in relation to: What are the reported forms of peer learning activities for older adults,how are these different activities received, delivered and whether we can find any self-reported health andwell-being outcomes associated with peer learning’. Secondary outcomes relate to the barriers to implementing the peer learning activities and the view andperceptions of the educators. Data extraction (selection and coding)  [1 change]We plan to extract data on the sample, phenomenon of interest, design, evaluation, and research type. Inaddition, the extraction sheet will include authors, year of study/report, geographical location, aim/purpose ofthe study, type of paper (e.g. journal article, annual evaluation report, etc), type of learning activity (formal,non-formal, informal), type of peer activity, reported experiences by older adults, and key findings that relateto the systematic review question. Two reviewers will independently extract data using a structured dataextraction form. Disagreements between review authors will be resolved by discussion or a third author.                               Page: 3 / 6PROSPEROInternational prospective register of systematic reviewsTwo reviewers will extract data from each included study and insert this into the Excel spreadsheet.Disagreements between the reviewers will be resolved by discussion, or by a third reviewer. Study authorswill be contacted to resolve any uncertainties. Risk of bias (quality) assessmentTwo reviewers will independently assess the risk of bias using the Cochrane risk of bias tool (Higgins et al.,2011; The Cochrane Collaboration, 2021), which includes the following domains: random sequencegeneration, allocation concealment, blinding of outcome assessors, completeness of outcome data, andselective outcome reporting. Studies will be judged at high risk of bias if there was a high risk of bias for oneor more key domains and at unclear risk of bias if they had an unclear risk of bias for at least 2 domains.Authors of papers will be contacted if information is missing. Strategy for data synthesisFindings from included studies will be synthesized narratively. The ‘Guidance on the Conduct of NarrativeSynthesis in Systematic Reviews’ will be used to advise the narrative synthesis (Mays et al., 2005; Popay etal., 2006). First, a preliminary synthesis will be conducted to develop an initial description of the findings ofincluded records and to organize them so that patterns across records can be identified. In a second step,thematic analysis will be used to analyse the findings. The following five steps of thematic analysis will befollowed adopting a recursive process (Braun & Clarke, 2006):a) Familiarization with the extracted datab) Generation of initial codesc) Searching for themesd) Reviewing themese) Defining and naming themesDepending on the findings available, the reviewers will aim to provide a representation diagram or tablemapping the types of learning activities matched with the type of peer learning activity and with an indicationof the benefits (or disadvantages) of this approach to the learners’ experience. The information presented inthis review may be considered, in the future, by education providers, employers, Higher EducationInstitutions (HEIs) and funding bodies when planning future learning activities involving older adults. Analysis of subgroups or subsetsNot applicable Contact details for further informationJitka Vseteckovajitka.vseteckova@open.ac.uk Organisational affiliation of the reviewThe Open university Review team members and their organisational affiliationsDr Jitka Vseteckova. The Open universityDr Marianne Markowski. University of GreenwichDr Denise Miller. University of GreenwichDr Charlotte Stoner. University of GreenwichDr Lorraine Smith. University of GreenwichDr Nataliya Rumyantseva. University of GreenwichDr John Miles.Dr Agnes Leu. Careum Hochschule GesundheitDr Fabian Berger. Careum Hochschule GesundheitDr Kerry Jones. Open UniversityDr Chris Kubiak. Open University                                Page: 4 / 6PROSPEROInternational prospective register of systematic reviewsType and method of reviewNarrative synthesis, Systematic review Anticipated or actual start date01 February 2022 Anticipated completion date01 April 2023 Funding sources/sponsorsNone Conflicts of interest LanguageEnglish CountryEngland Stage of reviewReview Ongoing Subject index terms statusSubject indexing assigned by CRD Subject index termsAged; Anxiety; Education, Feedback; Humans; Personality Date of registration in PROSPERO28 January 2022 Date of first submission26 January 2022 Stage of review at time of this submissionThe review has not started Stage Started CompletedPreliminary searches No NoPiloting of the study selection process No NoFormal screening of search results against eligibility criteria No NoData extraction No NoRisk of bias (quality) assessment No NoData analysis No NoThe record owner confirms that the information they have supplied for this submission is accurate andcomplete and they understand that deliberate provision of inaccurate information or omission of data may beconstrued as scientific misconduct.The record owner confirms that they will update the status of the review when it is completed and will addpublication details in due course.                               Page: 5 / 6PROSPEROInternational prospective register of systematic reviews Versions28 January 2022Powered by TCPDF (www.tcpdf.org)                               Page: 6 / 6

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The uses of peer learning with older adults in formal, non-formal and informal learning activities

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