Computer classes for older people: motivations and outcomes

Abstract

Computer classes for older people: motivations and outcomes. ABSTRACTPurpose: A 'digital divide' exists between older and younger people in terms of computer use and older people's uptake of computer training programmes in the UK remains low. This study aims to identify the motivations and outcomes of computer classes for some older people and the contributory factors.Design/methodology/approach: One-to-one qualitative semi-structured interviews were conducted with eight participants at a computer class in a London community centre. Using a topic guide interview transcripts underwent thematic analysis. The theoretical perspective of 'ageing in place' (the ability to stay in one's own home in later life) was used when interpreting the findings.Findings: Participants had been motivated to attend the class initially to gain computer skills. Initial motivation was influenced by the death of a spouse and the desire to remain mentally active. The main outcome by the class was acquisition of computer skills. Psychological and social benefits were also reported, the latter constituting motivation for continued attendance. Computer ownership and gender differences in preferred teaching style influenced class outcomes. Research limitations and implications:Although this was a small sample comprising older people solely from one community, participant backgrounds varied and the findings suggest that further research with a larger, more culturally heterogeneous sample would be valuable. Originality/value:Computer classes benefit older people wishing to learn computer skills which may facilitate 'ageing in place'. There has been little research in this area.

Learning digital skills online: empowering older adults through one-to-one, online digital training provision

“…The social advantages of group learning are notable. Group settings encourage peer learning and support, enhance social inclusion (Wlodkowski, 1999), and increase confidence (Zaidman and Tinker, 2016). Vygotsky (1978) suggested that whilst individual learning could increase knowledge and skills, collaboration with more informed peers could further enhance this and expand the zone of proximal development, the distance between current developmental stage and maximum potential development.…”

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

“…Facilitating a smooth transition back into the classroom, after what may have been an extended absence, can help ensure the learning environment feels like an empowering and welcoming space ( Baringer et al, 2004 ). It would also be prudent to consider the social aspect of these digital skills programs as providing learners the opportunity to meet new people through these classes may increase engagement with the class and increase confidence ( Good Things Foundation and Talk Talk, 2018 ; ( Zaidman & Tinker, 2016 ). Therefore, teaching older adults provides an opportunity to collaborate with the learners, and create a sense of social inclusion ( R.J Wlodkowski, 2008 ).…”