Training Younger Volunteers to Promote Technology Use Among Older Adults

Brown, Leacey E.; Strommen, Jane

doi:10.1111/fcsr.12254

Cited by 18 publications

(36 citation statements)

References 13 publications

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“…The second category includes studies that often used one-on-one tutoring as the pedagogical approach (e.g., Brown & Strommen, 2018; Lee & Kim, 2018; Tambaum, 2017). The main characteristic of this category and its main difference with the previous one is that the content and the aims of training were based on the participants’ own learning goals (Lee & Kim, 2018), experiences, needs, characteristics, abilities (Patrício & Osório, 2016; Tambaum, 2017), tested level of Internet anxiety (Zhou et al, 2007), or existing habits of using technology and devices (Lee & Kim, 2018).…”

Section: Resultsmentioning

confidence: 99%

“…The main characteristic of this category and its main difference with the previous one is that the content and the aims of training were based on the participants’ own learning goals (Lee & Kim, 2018), experiences, needs, characteristics, abilities (Patrício & Osório, 2016; Tambaum, 2017), tested level of Internet anxiety (Zhou et al, 2007), or existing habits of using technology and devices (Lee & Kim, 2018). On the basis of these, the training consisted of individualized lessons (Brown & Strommen, 2018) or short introductory tutorials on how to use an application or device (Nor et al, 2011; Tambaum, 2017).…”

Section: Resultsmentioning

confidence: 99%

“…Individual and Learner-Centered Pedagogy. The second category includes studies that often used one-on-one tutoring as the pedagogical approach (e.g., Brown & The learning process is conducted partly or totally in an online learning environment Can include some face-to-face classes or be entirely distance-learning Special design principles applied in developing digital learning environments Strommen, 2018;Lee & Kim, 2018;Tambaum, 2017). The main characteristic of this category and its main difference with the previous one is that the content and the aims of training were based on the participants' own learning goals (Lee & Kim, 2018), experiences, needs, characteristics, abilities (Patrício & Osório, 2016;Tambaum, 2017), tested level of Internet anxiety (Zhou et al, 2007), or existing habits of using technology and devices (Lee & Kim, 2018).…”

Section: The Pedagogical Approaches Used In Older People's Media Educationmentioning

confidence: 99%

See 2 more Smart Citations

Promoting Media Literacy Among Older People: A Systematic Review

Rasi

Vuojärvi

Rivinen

2020

Adult Education Quarterly

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The aim of this study was to advance understanding of how to foster media literacy among older people. A systematic review was conducted of 40 empirical studies published between January 2005 and April 2019. The literature review provided information and practical implications for researchers, designers, and providers of media-literacy education for older people. Based on the review, it can be concluded that interventions aimed at fostering media literacy in older people need further development and creative enrichment in terms of aims, content, providers, recipients, and pedagogical approaches.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: The Pedagogical Approaches Used In Older People's Media Educationmentioning

confidence: 99%

See 1 more Smart Citation

Promoting Media Literacy Among Older People: A Systematic Review

Rasi

Vuojärvi

Rivinen

2020

Adult Education Quarterly

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“…Some employees do not see working with computers as their core task and are hesitant to use new systems [ 37 ]. Other studies [ 38 ] have also found that most volunteers are older adults and have a wide variation regarding their technology skills. There was then a need for time and effort to train the volunteers who showed resistance in using the technology, which is in line with what was reported in [ 9 ].…”

Section: Discussionmentioning

confidence: 98%

Digitalisation of municipal healthcare collaboration with volunteers: a case study applying normalization process theory

Fredriksen

Thygesen

Moe

et al. 2021

BMC Health Serv Res

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Background Increasing use of volunteers in healthcare requires structured collaboration between healthcare services and volunteers. The aim of this research was to explore critical issues and strategies in the implementation process of a digital solution for collaboration with and coordination of volunteers in municipal healthcare services. Methods Qualitative data collection was used to study implementation of a digital system for collaboration with volunteers in three Norwegian municipalities. Three rounds of interviews were conducted with healthcare employees from a volunteer centre and from municipality healthcare units in three municipalities: before implementation, and 6 and 12 months after deployment. Observations of healthcare employees training and use of the system were also done. Results An inductive analysis resulted in eleven themes that were grouped based on the four constructs of the normalisation process theory (NPT), plus two themes that fall outside those constructs. Coherence (understanding of the intervention) was high among the employees prior to the intervention. They expected the system to meet several of their needs and increase efficiency, structure and overview. In addition, they expected the system to benefit recruitment strategies along with their matching processes. Cognitive participation (engagement and commitment towards the intervention): employees from two of the municipalities reported absence of leadership and management guidance during the process, management of expectations and clarification of their roles. In the third, there was high engagement and management involvement in the implementation process. Collective action (whether the intervention is carried out): the employees reported time-consuming preparations. Engagement varied between the municipalities. There was a lack of commitment in two due to ongoing reorganisation, in these, the system was partly or not implemented. The third municipality implemented and fully piloted the system. Reflexive monitoring (appraisal towards the system and its impact on practice): the employees learned throughout testing of the system and realised that there were several benefits that could improve their working routines. Conclusion Crucial aspects for implementation of the digital tool for collaboration with volunteers include having structure “in place”, establishing policies for involving volunteers, defining clear roles and expectations and involving management and key people (“champions”) to drive the implementation.

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“…Various media literacy education methods have been applied in supporting older people to use, understand, and create media content and communications. The methods include traditional approaches, such as fixed-length instructor-led courses (e.g., Castilla et al, 2018), learner-centered one-on-one tutoring (e.g., Brown & Strommen, 2018), peer-to-peer teaching (e.g., Sayago, Forbes, & Blat, 2013), intergenerational approaches where significantly younger persons have tutored the seniors (e.g., Gamliel, 2017), and creative pedagogies based on older people's creative content production processes (e.g., Manchester & Facer, 2015). In addition, blended learning and online learning approaches have been used for promoting older people's media literacies (e.g., Manafo & Wong, 2012).…”

Section: Older Peoplementioning

confidence: 99%

Untitled

2019

JMLE

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This special issue of the Journal of Media Literacy Education explores the role of media literacy across the lifespan. Media literacy education interventions must be designed to meet the needs of individuals of different ages by understanding the life roles and goals that they have across the lifespan. Different pedagogical strategies are required to effectively address the media literacy competencies of young children, teens, adults, parents, and older adults. In old age, media literacy education may support cognitive functioning and social relationships and help people critically assess health-related information and services. Adopting a life course perspective enables the examination of media literacy competencies which unfold over time in response to changing historical conditions, social institutions and policies. This article reviews the literature to identify the current state of media literacy for different age groups, the present and future needs, and the media education content and instructional methods that have been used with children and adolescents, adult, and older people.

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Training Younger Volunteers to Promote Technology Use Among Older Adults

Cited by 18 publications

References 13 publications

Promoting Media Literacy Among Older People: A Systematic Review

Promoting Media Literacy Among Older People: A Systematic Review

Digitalisation of municipal healthcare collaboration with volunteers: a case study applying normalization process theory

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