This study investigated the learning process and effects of incorporating intergenerational learning in a social gerontology course. The nonequivalent quasiexperimental research design, which involved combining qualitative and quantity methods, was adopted and co-inspected using qualitative data to explore the learning process and effects of intergenerational interaction. A total of 48 participants were included in this study. We invited 15 older adults to study together freely with 22 students in the experimental group for 18 weeks. The results showed that, through continual interaction and dialogue, the intergenerational relationship gradually developed from originally hierarchical, respecting the older adults, to the equal attitudes of the learning partners. The students understood the older adults, improved the communication skills, and developed empathy gradually. Although intergenerational learning did not substantially improve the knowledge of the students on aging, the attitudes of the students toward the older adults and willingness to serve elderly people markedly improved. Finally, seven principles of intergenerational learning instructional design, based on the instructional process, and recommendations for future courses and research design were suggested.

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APA Format	Chen, S. Y.-C.(2014). Learning Process and Effects of Incorporating Intergenerational Learning in a Social Gerontology Course. Journal of Research in Education Sciences, 59(3), 1-28. doi:10.6209/JORIES.2014.59(3).01