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Enhancing E-Learning in Old Age
ARTICLE

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Australian Journal of Adult Learning Volume 58, Number 1, ISSN 1443-1394

Abstract

This study assesses the efficacy of e-learning content that has been adapted to cognitive styles in a sample of older adults. Since the personalisation of learning content has been generally associated with learning processes, it was hypothesised that intrinsic motivation, metacognition and self-regulated learning and learning strategies would interact in affecting learning outcomes. A sample of 106 older adults attending the University of the Third Age was divided into two groups on the basis of the learning approach (face-to-face vs. online). Participants were asked to fill out questionnaires that assessed cognitive styles, learning processes and learning outcomes. A factorial ANOVA and path analysis were used. Findings confirmed the efficacy of adapting e-learning content to older adults' cognitive styles, as well as the role played by intrinsic motivation, metacognition and self-regulated learning, and learning strategies in determining learning outcomes. Consequently, this research supports the benefits of e-learning environments in facilitating learning processes and in encouraging older adults to engage in learning activities.

Citation

de Palo, V., Limone, P., Monacis, L., Ceglie, F. & Sinatra, M. (2018). Enhancing E-Learning in Old Age. Australian Journal of Adult Learning, 58(1), 88-109. Retrieved November 28, 2021 from .

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