Barriers and Supportive Factors for Older Adults Learning about and Using Information and Communication Technologies for Healthy Aging in Costa Rica

Autor/in	Castro Rojas, María Dolores
Titel	Barriers and Supportive Factors for Older Adults Learning about and Using Information and Communication Technologies for Healthy Aging in Costa Rica
Quelle	In: Educational Gerontology, 47 (2021) 10, S.433-446 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Castro Rojas, María Dolores)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1277
DOI	10.1080/03601277.2021.1989228
Schlagwörter	Barriers; Older Adults; Aging (Individuals); Learning Processes; Cognitive Ability; Technological Literacy; Information Technology; Adult Education; Learning Motivation; Foreign Countries; Intervention; Blended Learning; Interpersonal Relationship; Video Technology; Content Analysis; Psychological Patterns; Cooperative Learning; Learning Strategies; Health; Program Descriptions; Costa Rica + Suchen Sie Ihr Suchwort? Älterer Erwachsener; Aging; Altern; Learning process; Lernprozess; Denkfähigkeit; Technisches Wissen; Informationstechnologie; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Motivation for studies; Lernmotivation; Ausland; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Inhaltsanalyse; Kooperatives Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Gesundheit
Abstract	This study describes the barriers and supportive factors for learning about and using Information and Communication Technologies (ICT) present during a learning intervention designed to enable older adults to use ICT for fostering healthy aging in terms of promoting functional ability. Forty-one adults, older than 60 years, participated in a blended learning environment to learn how to use ICT for supporting cognitive performance and social interaction. The classrooms sessions were video recorded, and the data were analyzed using an inductive process of content analysis. The main observed barriers for learning about and using ICT were lack of experience with ICT, negative emotions such as fear, and shame related to the learning process and restrictions for individual support. On the other hand, the main supportive factors for ICT learning were a collaborative learning environment, the motivation for becoming efficient and independent ICT users, and using learning strategies focused on supporting cognitive abilities and overcoming lack of experience with ICT. The most observed factors for overcoming the identified barriers included peer support, the motivation for using ICT independently, and the opportunities for practising the learned skills. Based on the results, the paper discusses some opportunities for improving the design and implementation of this type of learning interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01