Enhancing older adult access to lifelong learning institutes through technology-based instruction: A brief report

Hansen, Robert J.; Talmage, Craig A.; Thaxton, Steven P.; Knopf, Richard C.

doi:10.1080/02701960.2019.1618852

Cited by 17 publications

(18 citation statements)

References 18 publications

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“…Through an exit survey in a study by Chen et al [ 8 ], older adult learners indicated that they enjoyed learning in a group format as opposed to an individual format. Therefore, learning in settings, such as training, small discussion groups [ 17 ], or workshops, has been recommended for older adult learners, since they need help to explore technologies and facilitate their learning process [ 42 ]. Furthermore, using technology in a group discussion setting fosters an encouraging and cooperative environment, which further contributes to the leisure experience among older adult learners [ 11 ].…”

Section: Resultsmentioning

confidence: 99%

“…Older adult learners enjoyed learning by sharing their experiences and opinions [ 8 , 10 ]. They prefer an experience-based learning approach in an active environment, for instance, using an online learning platform, so that they can share their life experiences, opinions, and expectations with different generations of learners [ 10 , 17 , 34 , 44 ].…”

Section: Resultsmentioning

confidence: 99%

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Effectiveness of Instructional Strategies Designed for Older Adults in Learning Digital Technologies: A Systematic Literature Review

et al. 2022

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An ageing population is a universal phenomenon experienced worldwide. In parallel with these demographic changes, a significant breakthrough in digital devices has also influenced this digital age. Designing instructional strategies to promote meaningful learning among older adult learners has been a long-standing challenge. To enhance older adults’ life-long learning experiences, implementing instructional strategies in the process through which such adults learn can help to improve effective learning. Despite significant calls for research in this area, there is still insufficient research that systematically reviews the existing literature on older adult learning needs and preferences. Hence, in the present article, a systematic literature review was conducted of the effectiveness of instructional strategies designed for older adult learners through the use of digital technologies. The review was guided by the publication standard, which is ROSES (Reporting Standard for Systematic Evidence Syntheses). This study involves articles selected from two established databases, Web of Science and Scopus. Data from the articles were then analysed using the thematic analysis, which resulted in six main themes: (1) collaborative learning; (2) informal learning setting; (3) teaching aids; (4) pertinence; (5) lesson design; and (6) obtaining and providing feedback. The six main themes produced a further 15 sub-themes. The results from this study make significant contributions in the areas of instructional design and gerontology. The findings from this study highlight several important strategies of teaching digital technology, particularly for older adults, as follows: (1) to enhance instructional design use in teaching digital technology based on the needs and preferences of older adult learners; and (2) to highlight the factors for, and impact of, learning digital technologies among older adults.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Effectiveness of Instructional Strategies Designed for Older Adults in Learning Digital Technologies: A Systematic Literature Review

et al. 2022

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“…Only one of the articles [59] has a very different demographic from the others, either in terms of gender or in terms of schooling level. Two student-focused articles used data from the same questionnaire completed by students at the Osher Lifelong Learning Institute (OLLI) in the United States [63,64]. Demographic characteristics are seen for 2014 and 2016.…”

Section: Studentsmentioning

confidence: 99%

Computer Education and Third Age Universities: A Systematic Review

Sobral

2021

IJERPH

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An aging population and a digital society are realities. There is a need to equip older people with knowledge and computer skills so that they can participate in society, without feeling excluded or being marginalized. Third age universities are organizations around the world that specialize in teaching and learning for senior students in a more informal and more integrated way than other educational institutions. The objective of this study was to identify the existing quality publications that deal with the subject of computer education at senior universities. The SCOPUS and Web of Science databases were used, and 18 records were found according to the adopted criteria. It was found that these articles, depending on their focus, can be divided into four groups: educators, organizations/directors, students, and conceptual/review papers. Through these articles, it was possible to draw a picture of what older people’s computer learning is like, what barriers exist for students to not be able to attend these classes, as well as tips on how courses should be organized and the pedagogical methodologies that must be adopted. It is intended that this article is used as a good tool for people who work in teaching information technology to the elderly, and especially for course directors who intend to create or reformulate courses of this type for this specific age group.

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“…In view of the national statistics (National Center for Education Statistics, 2020a), the age 16-24 group was considered to be either still in secondary and postsecondary education, or in the transition to the workforce. Whereas there is no universal retirement age in the U.S., the characteristics of older workers and retirees, as well as their education participation patterns and learning intentions (e.g., non-job-related) are somewhat different (Hansen et al, 2020)…”

Section: Data Sourcesmentioning

confidence: 99%

Sociodemographic and Socioeconomic Characteristics, and Basic Skills of the Nonformal Distance Education Participants Among Adults in the US

Yamashita

Zhang

Sun

et al. 2021

Adult Education Quarterly

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Despite increasing demand in distance education, relatively little is known about the demographic and socioeconomic characteristics as well as basic skill levels of adult distance education participants at the national level in the US. This study analyzed the US data from the 2012/2014 and 2017 Program for International Assessment of Adult Competencies (PIAAC) to identify baseline determinants of nonformal (i.e., not for a formal credential or degree) distance education among adults aged between 25 and 65 years old. Results showed that higher educational attainment, employment, literacy skills, and digital problem-solving skills were positively associated with nonformal distance education participation. As recent distance education is provided predominantly through the internet and digital device, digital skills may be of particular concern. These identified determinants should be reflected in policy interventions to close education gaps. Additionally, the findings of this study are useful for future research that focuses on psychological and behavioral factors.

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Enhancing older adult access to lifelong learning institutes through technology-based instruction: A brief report

Cited by 17 publications

References 18 publications

Effectiveness of Instructional Strategies Designed for Older Adults in Learning Digital Technologies: A Systematic Literature Review

Effectiveness of Instructional Strategies Designed for Older Adults in Learning Digital Technologies: A Systematic Literature Review

Computer Education and Third Age Universities: A Systematic Review

Sociodemographic and Socioeconomic Characteristics, and Basic Skills of the Nonformal Distance Education Participants Among Adults in the US

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