Motivation Among Older Adults in Learning Computing Technologies: A Grounded Model

Ng, Clarence

doi:10.1080/03601270701763845

Cited by 57 publications

(31 citation statements)

References 14 publications

(13 reference statements)

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“…Other motivations for learning include learning (to get knowledge) (Courtenay1989), peer support and sociability of learning experience (Ito, O'Day, Adler, Linde, & Mynatt, 2001;Karavidas et al, 2005;Naumanen & Tukiainen, 2008a;Xie, 2007), and communication with friends and relatives (Morris et al, 2007). For example, good results were achieved for evolving motivation among elderly learners in Hong Kong by using a participatory mode of learning and consistent support from different stakeholders (Ng, 2008). Thus, the motivation is both self-generated (intrinsic, the desire to know and develop) and facilitated by learning conditions, first of all by other people (extrinsic, learners, facilitators, family, and friends).…”

Section: Motivation For Learning Ictmentioning

confidence: 92%

“…As Selwyn (2004) claims, ICT is not universally attractive to nor universally needed by older users. In his study, the main reason for nonadoption of ICT was simply not having an interest in using a computer and/or perceived lack of its usefulness; also, the attribute of having once learnt to use computer does not automatically translate to later computer use in old age (see also Ng, 2008). One important option to improve this situation is to involve elderly in changing ICT and ICT education to become more attractive and useful to them, not to expect the elderly to adjust the complexities and dullness of prevailing ICT (see also Czaja & Lee, 2007;Tikkanen, 2003).…”

Section: Introductionmentioning

confidence: 97%

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Practices in Old Age ICT Education

Naumanen

Tukiainen

2009

Learning and Instruction in the Digital Age

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Lifelong learning as an individual activity that spans over one's life is not a reality yet, despite the general guides of educational policy. Especially the elderly, those over 65 years, are in danger of lagging behind. The solid trust in one's own activity and learning skills is required, besides, many aged today lack the learning culture (Tikkanen, 2003, Gerontologia, Helsinki: Duodecim). In step with an increasing elderly population, more attention needs to be paid on proper old age education technology, pedagogy, motivation, and needs. This chapter presents the experience gained from guiding elderly into the use of computers and Internet from three contexts. In addition, the chapter presents principles from literature on old age education based on cognitive aging (compensating and supporting the deficiencies and strengths) not forgetting the impact of empowerment by current ICTs in the life of elderly people. First, directing computer clubs for the elderly is demonstrated based on a WWW-questionnaire, as well as observations made during years 2007-2008 in Pieksämäki, Finland, and from Seniors' Club. Second, we show experiences from courses and home teaching for elderly. Finally, we discuss these forms of learning in two models: Chaffin-Harlow model of cognitive learning (Chaffin & Harlow, 2005, Educational Gerontology) and TUP-model for the contextual factors (Bednarik, Gerdt, Miraftabi, & Tukiainen, 2004, Proceedings of the ICALT 2004, that is to say from the learner's vantage point and that of the real-world context where learning takes place. The results show that the learning program for the elderly is strongly facilitated by peer support which is experienced during informal club-based activities, as well as having a jointly planned content which is tailored to their needs, motivation, and ability.M. Naumanen (B)

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Section: Motivation For Learning Ictmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 97%

Practices in Old Age ICT Education

Naumanen

Tukiainen

2009

Learning and Instruction in the Digital Age

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“…In Hong Kong the motivation was shown to be social (Ng, 2008). Macro-social factors (such as societal norms) and micro-social factors (including familial encouragement and peer support) were reported.…”

Section: Motivation For Attending Computer Classesmentioning

confidence: 99%

Computer classes for older people: motivations and outcomes

Zaidman

Tinker

2016

Working With Older People

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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.

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“…Wright's study also uncovered a negative linear relationship between online participation and perceived life stress, with older adults who spent more time on-line being more satisfied with their Internet support network and feeling less stress than those who spent less time [19]. Ng's exploration of how and why a selected group of older learners enrolled in a computing literacy program is a case in point as it presented valid data on the perceived personal benefits of digital citizenship in later life [20].…”

Section: Digital Citizenship In Later Lifementioning

confidence: 99%

Digital Exclusion in Later Life: A Maltese Case Study

Formosa

2013

HSS

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Information and communication technologies (ICTs) are driving profound changes in the way in which individuals, organizations and governments interact. In particular, the internet has been a major force behind the development towards a more globalized, knowledge-based economy. However, in terms of computer access and internet usage, a digital divide between the 'haves' and the 'have nots' has long been recognized. One key sector of non-users consists of older persons. For various reasons -including no exposure to computers over their lifetime and in their occupations, income levels, physical disability and access to affordable ICT training -only limited percentages of older people have adequate ICT skills. A growing concern is that older adults who do not engage with ICTs face social disadvantages and exclusion. This article reports upon a qualitative study on older non-users of ICTs, with its key goal being to understand what leads to, and the effects of, digital exclusion in later life. Results found that older persons who never made use of ICTs were significantly delineated by gender and socio-economic status patterns -namely, women (especially housewives, who had never been in paid employment), individuals who worked in blue-collar and working-class occupations, and the long-term unemployed. Data also demonstrated that access was not the main issue at hand, and that the failure of older adults to become digital citizens was the result of a continuum of overlapping barriers. This study provided information highlighting the rationales and motivations underlying individuals' non-use of computers -namely, believing that they were now 'too old' to use new technologies, a lack of relevance or 'life-fit' of computers, perceived non-usefulness and difficulty to use, anxiety about computer usage, concern about security and privacy issues, and the facing of disability issues.

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Motivation Among Older Adults in Learning Computing Technologies: A Grounded Model

Cited by 57 publications

References 14 publications

Practices in Old Age ICT Education

Practices in Old Age ICT Education

Computer classes for older people: motivations and outcomes

Digital Exclusion in Later Life: A Maltese Case Study

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