About this Research Topic
There is abundant evidence demonstrating how Information and Communication Technologies (ICT) have the potential to maintain or improve the social connectivity of older adults, as well as compensate for losses and deficits resulting from aging. Likewise, there is empirical support for the particular importance of assistance programs and digital literacy for the digital inclusion of older adults.
In the midst of the digital era, initiatives and governmental and private platforms proliferate offering digital educational materials aimed at the social inclusion of older individuals. However, not only do we know little about the effectiveness of these new materials and learning environments, but we also lack understanding of the factors that help explain the success or failure of technology-mediated digital literacy materials and experiences.
The scientific literature on technology acceptance, online learning communities, engagement, and active aging provides useful concepts for understanding and designing efficient technology-mediated learning environments. Advances in technology usability, user-centered design, assumptions about the complexity of the learning environment, and factors associated with engagement are constructs that can help us progress toward a solid conceptual framework for the design and implementation of digital literacy experiences tailored to older individuals and enhanced with the use of technology. Therefore, the objective of this proposal is to present empirical evidence that allows an understanding of the key factors explaining the success or failure of technology-mediated learning experiences and resources aimed at the digital literacy of older adults.
The United Nations SDG 4 urges to ensure quality, equitable, and inclusive education and to promote lifelong learning opportunities for all. However, in the course of the technological era, we are witnessing a digital divide that particularly affects generations that have been forced to adapt to new communication and informational environments. In response to this social problem, international, regional, and local government initiatives have proliferated, aimed at bridging the gap through technology-mediated digital literacy programs. However, empirical evidence showing the usefulness of these programs and delving into their effectiveness is scarce. From this research topic, a call is made for manuscripts on empirical studies, whether correlational, experimental, quasi-experimental, case studies or meta-analyses focused on technology-mediated digital literacy for older adults. The technologies and pedagogical approaches of interest, although not limited to, include:
Digital education technologies:
- Augmented and virtual reality learning;
- Interactive video;
- Mobile learning;
- Open educational tools and resources;
- Smart learning objects.
Digital education pedagogies:
- Blended and hybrid approaches;
- Flipped classroom approaches;
- Digital mentoring by peer adults;
- Synchronous and asynchronous online courses.
In the midst of the digital era, initiatives and governmental and private platforms proliferate offering digital educational materials aimed at the social inclusion of older individuals. However, not only do we know little about the effectiveness of these new materials and learning environments, but we also lack understanding of the factors that help explain the success or failure of technology-mediated digital literacy materials and experiences.
The scientific literature on technology acceptance, online learning communities, engagement, and active aging provides useful concepts for understanding and designing efficient technology-mediated learning environments. Advances in technology usability, user-centered design, assumptions about the complexity of the learning environment, and factors associated with engagement are constructs that can help us progress toward a solid conceptual framework for the design and implementation of digital literacy experiences tailored to older individuals and enhanced with the use of technology. Therefore, the objective of this proposal is to present empirical evidence that allows an understanding of the key factors explaining the success or failure of technology-mediated learning experiences and resources aimed at the digital literacy of older adults.
The United Nations SDG 4 urges to ensure quality, equitable, and inclusive education and to promote lifelong learning opportunities for all. However, in the course of the technological era, we are witnessing a digital divide that particularly affects generations that have been forced to adapt to new communication and informational environments. In response to this social problem, international, regional, and local government initiatives have proliferated, aimed at bridging the gap through technology-mediated digital literacy programs. However, empirical evidence showing the usefulness of these programs and delving into their effectiveness is scarce. From this research topic, a call is made for manuscripts on empirical studies, whether correlational, experimental, quasi-experimental, case studies or meta-analyses focused on technology-mediated digital literacy for older adults. The technologies and pedagogical approaches of interest, although not limited to, include:
Digital education technologies:
- Augmented and virtual reality learning;
- Interactive video;
- Mobile learning;
- Open educational tools and resources;
- Smart learning objects.
Digital education pedagogies:
- Blended and hybrid approaches;
- Flipped classroom approaches;
- Digital mentoring by peer adults;
- Synchronous and asynchronous online courses.
Keywords: Digital Inclusion, Older Adults, Active Aging, Digital Literacy, Educational Technology
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