Achieving digital inclusion of older adults through interest-driven curriculums

Abstract

One outcome of increased life expectancy is that older adults are leading active lives in their third age as they seize opportunities to learn new skills, pursue new interests and hobbies to challenge themselves. However, there are many misconceptions about older adults’ capabilities and aspirations, especially their attitudes towards technology. They are often misunderstood and seen to lack interest and motivation in the use of technology. Thus, this article examines interest-driven curriculums in order to achieve digital inclusion for older adults. Investigation methodology into this dilemma was best served with a mixed methods approach because, to date, there has been very little research about how technology could support older adults’ interests. The majority of the existing studies consulted were focused on school children in a classroom setting. Older adults can differ greatly in their general background and level of technical experience and knowledge. Consequently, it would be very difficult to conduct quantitative research with control groups to investigate single variables. In compensation, 131 older adults, five staff members and eight teachers participated in this study. Qualitative methods such as observations and interviews (one-on-one and focus group) provided a deeper insight into teachers’ experiences and teaching. Older adults were not always able to articulate their attitudes and problems with technology and consequently, observations were often a more effective means of data gathering. Finally, an Action Research approach was taken to trialling the concepts developed in the course of the investigation. This research comprised of four studies looked at expanding and extending on The Four-Phase Model of Interest Development by Hidi and Renninger (2006). The results show that when older adults are taught according to requests based on their pre-existing interests, it encourages long-term engagement of technology and ability to integrate technology into their everyday lives, thereby achieving digital inclusion amongst older adults.

What Role Does Geragogy Play in the Delivery of Digital Skills Programs for Middle and Older Age Adults? A Systematic Narrative Review

“…In terms of the service approach, seven papers utilized intergenerational learning ( S. Arthanat, 2019 ; Brown & Strommen, 2018 ; Chiu et al, 2019 ; Skye N. Leedahl et al, 2019 ; LoBuono et al, 2019 , 2020 ; Seguí et al, 2019 ), one paper used a peer tutor approach ( Jobling, 2014 ), and three papers used professional tutors ( Loi et al, 2017 ; Seo et al, 2019 ; Xie, 2012 ). Additionally, seven of these papers used a one-to-one teaching style ( Arthanat et al, 2019 ; Brown & Strommen, 2018 ; Fields et al, 2020 ; S. N.; Leedahl et al, 2019b ; LoBuono et al, 2020 , 2019 ; Seguí et al, 2019 ), while four of these papers conducted group activities ( Beh et al, 2018 ; Chiu et al, 2019 ; Czaja et al, 2012 ; Xie, 2012 ).…”

“…Ten papers noted the benefits of personalization, in that personalizing learning programs allowed learners to see the value of digital technologies ( Arthanat et al, 2019 ; Beh et al, 2018 ; Brown & Strommen, 2018 ; Castro Rojas et al, 2018 ; S. N.; Leedahl et al, 2019b ; LoBuono et al, 2020 , 2019 ; Seguí et al, 2019 ; Seo et al, 2019 ; Xie, 2012 ). Individualized lessons allowed learners to develop skills most relevant to them and on devices they already owned, making it easier for instructors to problem-solve ( Brown & Strommen, 2018 ).…”

“…Engagement was facilitated by perceived usefulness and how meaningful the activity was to the individual ( Arthanat et al, 2019 ). Incorporating pre-existing interests into the curriculum also facilitated learning ( Beh et al, 2018 ). Personalization also allowed for the individual’s unique learning style and preferences to be taken into account ( Seo et al, 2019 ).…”

“…17 papers were included for review (Supplementary Table 3). Of these papers, five were qualitative (Sajay Arthanat, 2019;Chiu et al, 2019;LoBuono et al, 2019LoBuono et al, , 2020Tomczyk et al, 2020), three were quantitative (Czaja et al, 2012;Loi et al, 2017;Xie, 2012), seven papers were mixed methods ( Beh et al, 2018;Castro Rojas et al, 2018;Fields et al, 2020;Gould et al, 2020;Leedahl et al, 2019a;Seguí et al, 2019;Seo et al, 2019), and two papers were essays (Brown & Strommen, 2018;Jobling, 2014). Three themes were generated across the papers: Negative perceptions of aging; the learning environment; and value of technology.…”

“…More recent evidence in the digital skills arena strengthens the notion in that non-personalized and traditional ICT courses are less effective in getting people online ( Age UK, 2018 ). This review demonstrated that personalizing learning programs enabled learners to see the value of digital technologies ( Arthanat et al, 2019 ; Beh et al, 2018 ; Castro Rojas et al, 2018 ; S. N.; Leedahl et al, 2019a ; LoBuono et al, 2020 , 2019 ; Seguí et al, 2019 ; Seo et al, 2019 ; Xie, 2012 ), and allowed them to choose devices they already owned, and to learn skills most useful to them ( Brown & Strommen, 2018 ).…”