Few intergenerational programs have focused on virtual learning. This paper explores the impact that a virtual intergenerational learning program had on primary school students and older adults at a residential aged care home. This study reports on the findings from a single case study design involving interactions across two sites, consisting of primary school students (n = 41), teachers (n = 2), a principal (n = 1), plus elders (n = 9) and staff (n = 4) from an aged care home. Questionnaires were completed by all participants, except for the school principal. Observations of the program interactions were captured via video ethnography. Data were also evaluated from semi-structured interviews of students (n = 16), parents (n = 2), teachers (n = 2), a principal (n = 1), elders (n = 9) and staff (n = 5) from the aged care home. The findings reveal that intergenerational programs must pay close consideration to the planned activities, participant characteristics, learning environment, equipment, and facilitator interactions and skills, particularly in a virtual space. In addition, this study finds continued evidence for the success of virtual intergenerational practice programs to reduce social isolation and exclusion, especially when we practice social distancing.

Intergenerational programs are devoted to bringing older adults and children together because of their mutual benefits for both parties, such as reduction of ageism, relationship building, and shared learning. This intergenerational practice program included high school children and residents at an over-55 retirement village. The aim of this study was to develop an intergenerational shared learning program during COVID-19 using a hybrid model of face-to-face and videoconferencing technology. As a result of video analysis, researchers observed participant interactions and engagement during face-to-face and video conferencing sessions. The findings highlight the importance of a program structure that adapts to the changing environment and recognises that different settings (video and face-to-face) require different relationship-building activities. In addition, co-collaboration in the development of the program structure was essential to facilitate shared learnings.

Research on loneliness is extensive. This paper presents a systematic review of intervention studies, outlining the antecedents to, and consequences of loneliness in community-dwelling older people. Using PRISMA methodology, a systematic literature review was conducted between January and August 2021 resulting in 49 useable articles. Papers were included if they: (a) investigated older people (+50); (b) were living in community dwellings; (c) had been published in English; (d) had titles or abstracts available and, (e) were published between 2016 and 2021. This study found the antecedents and consequences of social, emotional and existential loneliness differ, however, the vast majority of research has not examined the unique types of loneliness and instead kept loneliness as a generic term, despite the acceptance that various types of loneliness exist. In addition, the findings of intervention studies identified through this review have yielded mixed results. Those interventions focused on improving personal and psycho-social resources for older people fared better outcomes than those focused on technological and social connections alone. This paper reports important implications for the future of research conducted on loneliness and interventions accordingly.