Abstract:

In recent years, senior education has experienced a significant increase in Spanish universities. At the University of Murcia, the number of students in the Senior Classroom has grown progressively since it was introduced more than two decades ago, as well as the number of subjects offered.

The teaching-learning process for the elderly requires a continuous adaptation of teaching methodologies, contents and assessment systems adapted to the special characteristics of this group. In the literature, numerous authors point out the need for this methodological adaptation (Sallán et al., 2013 and Cuenca, 2011).

In this paper we analyse the adaptation of the teaching methodology and the evaluation system applied in the subjects taught in the Senior Classroom at the University of Murcia. The differences in the methodology applied with respect to undergraduate teaching are evident: more practical and current content, more interactive and participatory classes, seminars and discussion groups. With regard to the evaluation system, in most cases, final exams have been replaced by other more flexible and adapted evaluation methods within a process of continuous evaluation in which attendance and active participation in class, as well as teamwork, are especially evaluated.

Keywords:

Adult Education, Senior Classroom, University Teaching Methodologies, Life-long Learning.