Low-Income Minority Seniors' Enrollment in a Cybercafé: Psychological Barriers to Crossing the Digital Divide

Jung, Younbo; Peng, Wei; Moran, Meghan Bridgid; Jin, Seung‐A Annie; McLaughlin, Margaret L.; Cody, Michael J.; Jordan‐Marsh, Maryalice; Albright, Julie M.; Silverstein, Merril

doi:10.1080/03601270903183313

Cited by 66 publications

(59 citation statements)

References 49 publications

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“…Previous research also found that age differences influence the perceived difficulty of learning a new software application (Morris, Venkatesh, & Ackerman, 2005;. There is a clear evident that younger adults have lower levels of computer anxiety than their older counterparts (Chaffin & Harlow, 2005;Saunders, 2004) and that lower levels of computer anxiety are associated with lesser reluctance to engage in opportunities to learn new Internet skills (Jung et al, 2010).…”

Section: Agementioning

confidence: 95%

Technology, Demographic Characteristics and E-Learning Acceptance: A Conceptual Model Based on Extended Technology Acceptance Model

Tarhini¹,

Elyas²,

Akour

et al. 2016

HES

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The main aim of this paper is to develop an amalgamated conceptual model of technology acceptance that explains how individual, social, cultural and organizational factors affect the students' acceptance and usage behaviour of the Web-based learning systems. More specifically, the proposed model extends the Technology Acceptance Model (TAM) to include four constructs namely, Quality of work life; Social Norm; Facilitating Conditions and self-efficacy. In addition, Individual differences-namely, age, gender, and experience-are hypothesized to moderate the effects of these constructs on behavioral intention and technology use. A comprehensive understanding of this model will provide valuable insights into the factors that influence the acceptance or resistance of web-based learning system by intended users and offers opportunities for future research in understanding the acceptance of technology. Further, understanding these variables is helpful for instructors to design meaningful educational activities to promote student knowledge construction and make learning more effective and appealing.

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Section: Agementioning

confidence: 95%

Technology, Demographic Characteristics and E-Learning Acceptance: A Conceptual Model Based on Extended Technology Acceptance Model

Tarhini¹,

Elyas²,

Akour

et al. 2016

HES

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“…Jung et al (2010) found in their study of minority immigrant elders in Los Angeles that computer anxiety and aging anxiety were strong predictors of the decision not to take a computer training class at senior citizen centers. Gatto and Tak (2008) found that older adults reported barriers such as frustration at the length of time it took to learn computer skills and practice lessons at home to learning how to use computers and the Internet.…”

Section: Psychological Barriersmentioning

confidence: 95%

“…Furthermore, older adults' psychological barriers, such as computer anxiety, need to be acknowledged and addressed (Chu et al, 2009;Cody et al, 1999;Czaja et al, 2006;Jung et al, 2010). In addition, older adults' perception that the Internet has no relevancy for their life, also needs to be addressed in a manner that emphasizes concrete benefits such as communicating with their grandchildren or loved ones via Skype, filling medications, or doing grocery shopping online.…”

Section: Logistic Regressionmentioning

confidence: 98%

“…Thus, when reaching out to involve Latino elders in a computer training, it seems critical to use ethnic-specific recruitment strategies, emphasizing the benefits of getting in touch with family and friends in their native countries, retrieving information on where they originally came from, or getting information on healthy aging and tips on stretching a limited income (Jung et al, 2010). Rodriguez, Gonzalez, Favela, and Santana (2009) designed and implemented a simple Internet-enabled communication system designed to allow older Latinos to send photos and messages to other family members.…”

Section: Logistic Regressionmentioning

confidence: 99%

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Correlates of, and Barriers to, Internet Use Among Older Adults

Chang

McAllister

McCaslin

2014

Journal of Gerontological Social Work

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Older adults constitute the group with the greatest increase in Internet usage in the past decade; however, usage varies greatly within this population. Services to older adults require a current understanding of Internet-use trends. This study utilized a quantitative survey method to examine correlates of, and barriers to, current Internet use in a demographically diverse county in Southern California. Findings indicate that the presence of a computer at home, a job requiring computer use, age, education, and ethnicity are important factors in predicting Internet use in older adults. Implications for social work practice with older adults is discussed.

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“…In addition, a 'digital divide' may be evident on individual and community/societal levels. On a personal level, new technologies can be intimidating for some adult learners (particularly older adults) because of a variety of factors including lack of exposure and familiarity, but perhaps more importantly due to psychological factors including computerrelated and aging anxiety and self-efficacy (Jung et al, 2010). On a broader level, groups of individuals may be excluded as a result of resource (e.g., lack of computer access, low income) and practical constraints (e.g., availability of broadband in rural areas, functional disability) thereby imposing limitations on educational technology use (e.g., Choi and DiNitto, 2013).…”

Section: Future Directionsmentioning

confidence: 99%