Perceived benefits from non-formal digital training sessions in later life: views of older adult learners, peer tutors, and teachers

Abstract

Rapid development of digital technologies affects the lives of all people and often leads to people being in unequal positions regarding digital skills training opportunities. Older adults' motivations for learning digital skills vary, but they are generally connected with expectations of upcoming benefits. This study investigates the self-perceived benefits of older adults, information and communications technology (ICT) teachers and peer tutors who have participated in digital training sessions in olderadult organisations or adult education centres. The data included 226 respondents (136 women, 90 men; older adults 53-90 years old, mean age 71 years, SD 6.74; ICT teachers 30-68 years old) from Finland. According to the results, participation in digital training events supported development of digital literacy and wellbeing of the participants. Most older adult peer tutors described an increase in their wellbeing. The findings of the study indicate that participation in digital training sessions in later life is beneficial, as it supports the growth of independence and positive interdependence in new types of learning communities that strengthen older adults' learning and wellbeing.

A Multilevel Model of Older Adults’ Appropriation of ICT and Acquisition of Digital Literacy

“…On the other hand, there were also older adults who already had the skills to use digital services and devices, and who were eager to learn more and to improve their digital literacy skills. Therefore, it is crucial that the support given to older adults to learn digital literacy skills and the appropriation of new technology is carefully planned and implemented in a way that considers older adults’ needs and their reasons for seeking guidance [ 47 ].…”

A Population Study on COVID-19 Information Sharing: Sociodemographic Differences and Associations with Family Communication Quality and Well-Being in Hong Kong

“…ICTs facilitate social connectivity and can help reduce social isolation, allowing older adults to feel less lonely by increased online interactions and connections with others [ 27 ]. Studies have reported the benefits of digital training and adoption in older adults to mitigate the adverse effects of social and spatial barriers and enhance social connections, curb isolation and promote a better quality of life [ 28 , 29 , 30 ]. We must not underestimate that self-efficacy and motivation, especially when learning and using ICTs, can bring in many immediate benefits, in addition to family communication and well-being.…”

Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School

“…Authors in the field argue that when students were able to check their own results and correct their own procedures, they became more independent from a pedagogical perspective, increasing their autonomy and requiring less support from their teachers or instructors [78][79][80]. The fact that students could associate different mathematical concepts in a more complex way is rational considering that these associations were promoted in three ways (teacher's explanations, peer's help, and analytical and graphical developments of the digital tools) instead of just the one way (teacher's explanations) of traditional learning [81][82][83][84]. Finally, the fact that students in the experimental group did more exercises and problems than those in the control group may be attributable to two main factors: the helping behaviour that usually arises during peer tutoring interactions [85][86][87][88] and the instant feedback provided by the digital tools [89][90][91].…”