Multi-stakeholder perspectives on information communication technology training for older adults: implications for teaching and learning

Abstract

While digital literacy and skill building have traditionally been the key focus of ageing-centred ICT training, a deeper approach to address internal (personal) and external (socio-contextual) barriers, as conceptualized in the study finding, is vital in yielding successful outcomes. Implications for rehabilitation Information communication technology (ICT) is a vital resource for older adults to age-in-place and for health professionals in delivery of tele-rehabilitation. Family members and care providers realize the scope of ICT for ageing-in-place but raise doubts on the inherent motivation and abilities of older adults to adopt ICT. On the other hand, older adults who engage in one-on-one ICT training value their new-found sense of accomplishment and competence in using the Internet and social media. Graduate students who provided the training greatly appreciate their own learning experience, and stress the need for mutual trust, patience and simplicity in teaching ICT. A major precursor to imparting digital literacy and skills in older adults who lack ICT exposure is to help them overcome deep-seated attitudinal and socio-contextual barriers through a one-on-one approach.

Letramento Digital para Idosos: percepções sobre o ensino-aprendizagem

“…The suggestion of an attentive attitude by the instructors so they can identify the main necessities and difficulties of the students throughout the teaching process reinforces the importance of instructors adopting behaviours that are perceptive and adapted to older students' learning pace (Arthanat et al, 2018). The accessible and flexible teaching practice is present among the principal recommendations for the development of a learning programme for the older learners with a focus on technology (Tyler; De George-Walker; Simic, 2020).…”

“…For the purposes of understanding the thematic of the use of technologies by older users, Arthanat et al (2018) proposed a training model in ICT which is organised in levels, taking into consideration personal factors, previous experiences, social context and demographic aspects of those older users who adopt ICT. The model identified the main barriers and supports in the progressive adoption of ICT by the older learner, pointing to the fact that the instructors' good practices -such as the offering of motivating activities and a relationship based on trust and patience between the instructors and the elderly -contribute to the sustainable use and self-exploitation of technologies, sense of autonomy, and competence in each stage of ICT adoption.…”

“…The development of the technical and operational skills aligned to the ability to understand technological information could contribute to reducing the digital gap. However, it is acknowledged that the adoption of technology by the elderly is a complex theme, as it encompasses multiple affective and psychosocial aspects which may, or may not, facilitate the use of technologies (Vroman;Arthanat;Lysack, 2015). Gil (2015) argues the need to expand digital competences for the older adult by means of educational programmes focused on the development of technical and methodological strategies.…”

Promoting Information Communication Technology Adoption and Acceptance for Aging-in-Place: A Randomized Controlled Trial

“…Our training protocol was also pilot tested for feasibility with a small cohort of older adults (Arthanat et al, 2016). Subsequently in a multi-stakeholder study (Arthanat et al, 2019), we collected qualitative data from care providers ( n = 14), older adults ( n = 12), and ICT trainers ( n = 35) to identify best practices for improving the ICT education. Major themes supporting the need for a one-on-one training approach were the following: the need to overcome reluctance and fear; the need to stimulate trust, motivation, and self-reliance; and variability and simplicity of content.…”

“…Our needs assessment study had shown that the students highly valued this experience as being client-centered and mutually beneficial in promoting their confidence for community-based occupational therapy. The older adults, on the other hand, appreciated interacting and learning from the students from the “millennial” generation as comfortable and nonthreatening (Arthanat et al,2019).…”