Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.629294
Title: Learning and support of 'older adults' in the use of Information and Communications Technologies : a framework to enhance technology engagement
Author: Jones, A.
Awarding Body: Nottingham Trent University
Current Institution: Nottingham Trent University
Date of Award: 2013
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Abstract:
This research provides independent and in-depth knowledge and understanding of ‘older adult’ learning (those aged 50 and over) and Information and Communications Technologies (ICTs) with respect to the new dynamics of ageing (e.g. changing motivations, requirements, preferences and ‘learning capacities’). From this knowledge, understanding and synthesis, learning strategies and recommendations within a framework consisting of different categories are proposed. A mixed methods’ methodology was used which is underpinned by the principles of participatory action research and has a qualitative emphasis. It comprised semi-structured in-depth interviews, focus groups and research diary workshops as the qualitative methods. It was complemented quantitatively by two primary source surveys for ICT and Non ICT users and a secondary source ‘digital engagement’ themed questionnaire. The research focuses on the learning and engagement of ICTs and new learning and support to be used. It also identifies aspects that comprise learning mechanisms, and their relationships with gender and age groups. In terms of contribution to knowledge, the research delivers previously unreported knowledge and understanding of substantial significance on the learning and support of ‘older adults’ and ICTs with respect to the new dynamics of ageing. Further, the study provides innovative and unique learning strategies within a framework consisting of different categories of various digital technologies. This is imperative to encourage and further the engagement between older adults and ICTs to promote autonomy and independence. It is a comprehensive study that encompasses a multitude of factors that support and influence an older adults’ engagement with ICTs. The learning strategies and recommendations are expansive and are based upon a wide variety of learning modes. The research is imperative in breaking down the barriers to the older adult learning uptake of ICTs, and providing solutions in the form of learning strategies and recommendations to social policy, research, design and practice. The discipline in which the thesis is located is the ‘educational studies’ field, as ‘learning’ is the central theme.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.629294  DOI: Not available
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