Teaching Technology to Older Adults: Modalities Used by Student Mentors and Reasons for Continued Program Participation

Abstract

The current study examined teaching modalities used by college students participating in an intergenerational, service-learning program that helps older adults learn technology and described reasons for older adults' continued participation in this program. Qualitative data analysis was completed using student-maintained observation logs from approximately 200 older participants. Several different teaching modalities used by student mentors were identified, including observing and listening, writing down information or creating visual aids, explaining the significance and simplifying materials, using repetition/review, and using hands-on learning. Multiple reasons for older adults' continued participation were identified, including continued progress on one topic or device; multiple topics for advanced use; learning multiple modalities to get connected; and continued learning through take-a-ways, practice, and homework. Service-learning programs can help educate health and human service professionals on best practices for working with older adults. [ Journal of Gerontological Nursing, 46 (1), 14–20.]

Engaging nursing students and older adults through service-learning

“…However, few studies reveal the relationships between gratitude, care willingness and attitude toward the elderly (Zhang, et al , 2016). Moreover, LoBuono et al (2020) reported that “more information is needed to understand best practices for teaching older adults how to use technology and understand older adults’ reasons for continued participation in an intergenerational program” (p. 15). To promote better social connectedness, reduce loneliness and social isolation, interventions are needed (O'Rourke et al , 2018).…”

Exploring Older Adults’ Adoption and Use of a Tablet Computer During COVID-19: Longitudinal Qualitative Study

“…Researchers have investigated various modes of learning to determine older adults’ preferences when learning to use mobile devices. For instance, Pang et al [ 21 ] conducted a design prove study of an interactive help kiosk, Chiu et al [ 38 ] conducted a focus group of a small-group tutoring approach, LoBuono et al [ 39 ] observed the utility of intergenerational learning by college students, and den Haan et al [ 40 ] ran a field study of peer-to-peer community learning. Although findings from these studies were mixed as to which learning methods older adults preferred or found effective, they share a common preference: a collaborative approach implemented by peer support, interpersonal communication, and community-based programs.…”

Letramento Digital para Idosos: percepções sobre o ensino-aprendizagem

“…Considering the heterogeneous character of the older age group, especially within a digital context (Quan-Haase et al, 2018), studies recommend the combination of several teaching approaches enabling the elderly's adoption and use of technologies, such as observational learning, collaborative learning, providing step-by-step explanations and allowing learning by trial and error (LoBuono et al, 2020). This study confirms such recommendations, since it has evidenced a necessary alignment between techniques and methods to be adopted by the instructors with the older students' specific demands.…”

“…Another theme evidenced in the results was the preservation of the students' autonomy during the learning process, in which two conditions were identified: not to do it for the older learners and to allow them to interact by themselves with the technologies, without the instructors' interference in the practical activities. The participants' comments regarding their preferences and learning objectives should be recognised in the digital literacy programmes (Tyler et al, 2020;LoBuono et al, 2020). In this sense, the goal is to promote the students' development of self-responsibility in the learning process and their appreciation of knowledge empowerment (Boulton-Lewis;Tam, 2018) In the light of all recommendations offered by the older students to instructors of digital literacy programmes, it is possible to prove the complexity of the theme of teaching, and of the adoption and use of technology by the older users, inasmuch as various aspects are involved in these processes (Doll;Machado;Cachioni, 2016).…”

“…Some research has demonstrated the main methodological approaches employed in non-formal learning programmes for older people from the point of view of the instructors and mentors (Cachioni et al, 2015;LoBuono;Leedahl;Maiocco, 2020). The aim of this study is to focus on the older students' perceptions so to identify the optimising factors in the teaching-learning process in a digital literacy programme for older learners.…”