Adult learners are a significant proportion of distance learners and many of these students are working mothers. Several instructional design models center the learner, and this requires understanding the learner needs, strengths, and context. There is a gap in the literature describing the experience of modern working mother students in distance education. To understand this experience, the researchers interviewed and observed six academically high-achieving working mother students as they participated in their distance education courses during the pandemic. A discourse analysis approach was utilized to analyze the data. This extreme sample revealed several strategies that these students used to be successful despite their challenges. The findings suggest that understanding the experiences of distance learners as they study in the home are important for effective course design. More specifically, working mothers face significant distractions in their study environments, but the cognitive load can be reduced by making use of their prior knowledge, scaffolding instruction, and encouraging social presence. Additional strategies from the literature that address these constructs are provided for instructors and instructional designers.

In-home supports and proper nutrition are critical to post-acute recovery and long-term health management for adults 60 and older. At the same time, such supports are often difficult to deploy in rural settings. To address these challenges, a unique multi-sector consortia was formed between a local Area Agency on Aging, a healthcare system, a health technology company, and a university to conduct a clinical trial of a novel in-home health technology program coupled with customized chronic care nutrition support. Early stage clinical trial development required coordination across health and community-based organizations to develop a pathway for older adults to access the in-home project supports. At the conclusion of the year one, six project partners were interviewed using a semi-structured interview protocol examining the strengths of early project design and challenges inherent in the early phases of a community-based clinical trial. Thematic analysis uncovered six themes instructive in formulating efficacious clinical trial methodologies: 1) Logistical challenges related to the pandemic, including reduced patient numbers and the curtailing of in-hospital recruitment; 2) Partner collaboration as essential to designing preferred project modifications; 3) The challenge of converting project referrals into project enrollees; 4) A new appreciation among community partners regarding institutional review board requirements; 5) Recommendations for addressing emerging staffing challenges; and 6) The overriding importance of engaging older adults in their own care and health promotion post-discharge. Results will inform construction of a replicable model for establishing novel research partnerships that span healthcare, social services, the business sector, and higher education.

Adult learners are a significant proportion of distance learners and many of these students are working mothers. Several instructional design models center the learner, and this requires understanding the learner needs, strengths, and context. There is a gap in the literature describing the experience of working mother students in distance education. To understand this experience, the researchers interviewed and observed six academically high-achieving working mother students as they participated in their distance education courses during the pandemic. A discourse analysis approach was utilized to analyze the data. This extreme sample revealed several strategies that these students use to be successful despite their challenges. The findings suggest that understanding the experiences of distance learners as they study in the home are important for effective course design. More specifically, working mothers face significant distractions in their study environments, but the cognitive load can be reduced by making use of their prior knowledge, scaffolding instruction, and encouraging social presence. Additional strategies from the literature that address these constructs are provided for instructors and instructional designers.

Meals on Wheels clients served through the aging network represent a significant population of high need older adults who could benefit from health management technology. This poster presents the results of a study targeting Meals on Wheels clients in four rural U.S. counties on opportunities and barriers to adoption of technology-based health management interventions. Paper surveys were provided to 690 Meals on Wheels clients and 154 were returned (22.3% response rate). The mean age of respondents was 71.7 years and the sample was composed of 39% men and 61% women. When asked to select the most valuable features of home health management technology, 42% indicated vital signs monitoring, followed by remote access to classes and events at Area Agencies on Aging (21%), and video visits with medical providers (20%). When asked about current technology usage, 48% indicated never having engaged in a telehealth visit over a computer, smartphone or tablet. Top ranking barriers to health management technology utilization were affordability and privacy concerns. A majority (61%) of the sample disagreed or strongly disagreed that they have the money to afford a computer, smart phone, or tablet and 69% agreed or strongly agreed that they are concerned about privacy or scams when using the internet. Approximately four in ten (38%) are interested in using technology to manage their health. Additionally, 45% reported using a smartphone. The poster will also explore demographic differences in older consumer perceived barriers and opportunities and programmatic implications for expanding health management technology adoption.