Lessons from delivering worldwide distance learning and on-campus gerontology education

In this article, I offer reflections on providing gerontological education to a global audience at the University of Southampton, both on campus and at a distance. I identify challenges we have faced as a teaching team, including the lack of recognition of the discipline of gerontology, the lack of prioritisation of ageing by governments, how student motivation is affected by learning at a distance and how lecturers need to ensure their teaching material is relevant to their global audience. In each case, I also discuss opportunities that arise and hope to provoke debate about how the global gerontology education community can continue to thrive.