How Older Adults Learn ICT—Guided and Self-Regulated Learning in Individuals With and Without Disabilities
Learning to use information and communication technologies (ICT) may be more difficult for older people due to decreases in fluid intelligence, generational effects, and other age-related effects. Especially older people with intellectual disabilities (ID) are at a high risk of digital exclusion. To...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-01-01
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| Series: | Frontiers in Computer Science |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fcomp.2021.803740/full |
| _version_ | 1819228613387485184 |
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| author | Anna Schlomann Anna Schlomann Christiane Even Torsten Hammann |
| author_facet | Anna Schlomann Anna Schlomann Christiane Even Torsten Hammann |
| author_sort | Anna Schlomann |
| collection | DOAJ |
| description | Learning to use information and communication technologies (ICT) may be more difficult for older people due to decreases in fluid intelligence, generational effects, and other age-related effects. Especially older people with intellectual disabilities (ID) are at a high risk of digital exclusion. To enable all older adults to use ICT, individualized technology training may be provided. However, little is known about the ICT learning preferences among older people with ID. Based on semi-structured interviews with older adults (n = 7, mean age = 76.6 years) and older adults with ID (n = 14, mean age = 62.4 years), this paper analyzes learning strategies, preferences, and learning settings. The results from content analysis show that guided learning with personal explanations in a one-to-one setting is the most preferred learning format in both groups of older adults. While many older adults without ID additionally favor self-regulated learning (i.e., learning with manuals or videos), older adults with ID mostly rely on guided learning with personal assistance. The differences can be explained by different abilities (e.g., reading skills) and social networks (e.g., living situation, having children). Not all older adults have a family or an institutional support network to help them learn ICT and community organizations may provide additional support. Researchers and practitioners should be aware of the diverse knowledge backgrounds and competencies in the group of older adults. ICT training in old age should be ideally composed in a modular way embedding self-regulated learning formats into guided learning modules. |
| first_indexed | 2024-12-23T11:00:04Z |
| format | Article |
| id | doaj.art-e93e81411fff4e699e4340526ecbbc86 |
| institution | Directory Open Access Journal |
| issn | 2624-9898 |
| language | English |
| last_indexed | 2024-12-23T11:00:04Z |
| publishDate | 2022-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Computer Science |
| spelling | doaj.art-e93e81411fff4e699e4340526ecbbc862022-12-21T17:49:39ZengFrontiers Media S.A.Frontiers in Computer Science2624-98982022-01-01310.3389/fcomp.2021.803740803740How Older Adults Learn ICT—Guided and Self-Regulated Learning in Individuals With and Without DisabilitiesAnna Schlomann0Anna Schlomann1Christiane Even2Torsten Hammann3Network Aging Research, Heidelberg University, Heidelberg, GermanyInstitute for Educational Sciences, Heidelberg University of Education, Heidelberg, GermanyNetwork Aging Research, Heidelberg University, Heidelberg, GermanyInstitute for Educational Sciences, Heidelberg University of Education, Heidelberg, GermanyLearning to use information and communication technologies (ICT) may be more difficult for older people due to decreases in fluid intelligence, generational effects, and other age-related effects. Especially older people with intellectual disabilities (ID) are at a high risk of digital exclusion. To enable all older adults to use ICT, individualized technology training may be provided. However, little is known about the ICT learning preferences among older people with ID. Based on semi-structured interviews with older adults (n = 7, mean age = 76.6 years) and older adults with ID (n = 14, mean age = 62.4 years), this paper analyzes learning strategies, preferences, and learning settings. The results from content analysis show that guided learning with personal explanations in a one-to-one setting is the most preferred learning format in both groups of older adults. While many older adults without ID additionally favor self-regulated learning (i.e., learning with manuals or videos), older adults with ID mostly rely on guided learning with personal assistance. The differences can be explained by different abilities (e.g., reading skills) and social networks (e.g., living situation, having children). Not all older adults have a family or an institutional support network to help them learn ICT and community organizations may provide additional support. Researchers and practitioners should be aware of the diverse knowledge backgrounds and competencies in the group of older adults. ICT training in old age should be ideally composed in a modular way embedding self-regulated learning formats into guided learning modules.https://www.frontiersin.org/articles/10.3389/fcomp.2021.803740/fullagingold ageintellectual disabilitiestechnologylearning preferencesdigital literacy |
| spellingShingle | Anna Schlomann Anna Schlomann Christiane Even Torsten Hammann How Older Adults Learn ICT—Guided and Self-Regulated Learning in Individuals With and Without Disabilities Frontiers in Computer Science aging old age intellectual disabilities technology learning preferences digital literacy |
| title | How Older Adults Learn ICT—Guided and Self-Regulated Learning in Individuals With and Without Disabilities |
| title_full | How Older Adults Learn ICT—Guided and Self-Regulated Learning in Individuals With and Without Disabilities |
| title_fullStr | How Older Adults Learn ICT—Guided and Self-Regulated Learning in Individuals With and Without Disabilities |
| title_full_unstemmed | How Older Adults Learn ICT—Guided and Self-Regulated Learning in Individuals With and Without Disabilities |
| title_short | How Older Adults Learn ICT—Guided and Self-Regulated Learning in Individuals With and Without Disabilities |
| title_sort | how older adults learn ict guided and self regulated learning in individuals with and without disabilities |
| topic | aging old age intellectual disabilities technology learning preferences digital literacy |
| url | https://www.frontiersin.org/articles/10.3389/fcomp.2021.803740/full |
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